Abstract
This article examines the textbooks of the field Knowledge and Scientific Thinking in secondary education, within the framework of the New Mexican School (NEM). The curricular proposal seeks to integrate mathematics and science from a critical, situated, and interdisciplinary perspective to foster logical, creative, and ethical thinking. The pedagogical value of Un libro sin recetas para la maestra y el maestro is highlighted, as it encourages teachers to rethink their practice and assume a more reflective and committed role. However, the article warns that the success of this reform depends on formative, institutional, and labor conditions that are currently not guaranteed. The textbooks present important conceptual advances, but also methodological ambiguities, lack of practical examples, and didactic demands that many teachers are not prepared to meet. A gap is evident between the ideal of teaching and classroom reality. Without teacher support, critical training, and collective reflection spaces, curricular innovation may be diluted. Teaching under the NEM approach requires transforming not only content but also the pedagogical awareness of educators.