Fab Labs as manufacturing laboratories that stimulate innovation and collaboration are nowadays proliferating within universities. Given the new social challenges, framed within the Sustainable Development Goals (SDG), we formulate the following research question: Are Fab Labs an effective tool for the promotion of social innovation from universities? To answer this question, a mixed analysis has been carried out focusing on the case of ProteinLab UTEM. The approach aims to generate a model for the promotion of social innovation from universities through Fab Labs, linking the quadruple helix actors. The objective of this model is to show how Fab Labs can become an effective instrument to promote social innovation from universities. The contribution of this article lies in linking Fab Labs with social innovation through the university’s third mission. Our approach considers Fab Labs as an instrument for the development of social innovations within the university, which contribute, through the third mission, to the social and sustainable development of its environment. As a result of this research, a model is presented for the development of social innovation from universities through Fab Labs. Our research concludes that Fab Labs are an effective instrument for the promotion of social innovation from universities.

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Background: an important field of research in mathematics education is the initial training of teachers where deficiencies in the disciplinary and didactic knowledge required for their profession can be evidenced. Objective: To study the transformation of the specialized knowledge of future teachers about division of fractions. Design: qualitative descriptive paradigm where a case study is approached. Context and participants: a group of three students who design, reformulate and implement mathematical tasks during their initial training in a Lesson Study environment using the Didactic Analysis method, where they receive feedback from their peers and trainer. Data collection and analysis: data collection is obtained from the written productions of future teachers and the record of recordings of class discussions, which were analyzed using the content analysis method and the categories of the specialized knowledge model. from the math teacher. Results: future teachers show a change in their knowledge, starting their process with the design of a problem situation with a different meaning in the conceptual field of division of fractions, which becomes a problem situation with a multiplicative structure of the type "isomorphism of measure". Conclusions: deepening the processes of transformation of the specialized knowledge of future teachers from their first formative stage can give us insights on how to improve their training aiming at their professional teaching development.

El diseño e implementación de un curso de formación inicial para profesores de matemáticas que ayude a comprender cómo los estudiantes se relacionan con el conocimiento profesional suministrado en ellos, ha sido nuestro foco. Partimos de la concepción de proceso formativo que aborda una visión funcional delconocimiento didáctico del contenido, encaminado a profundizar sobre el significado de las tareas matemáticas que están involucradas en las planificaciones de clases diseñadas por futuros profesores de tresuniversidades chilenas. Desde el paradigma cualitativo, esta investigación tiene por objetivo mostrar de qué manera les es útil a los futuros profesores la herramienta análisis didáctico, como procedimiento para diseñar, implementar y evaluar las clases. Comprender estos elementos nos permite diseñar cursos más apropiados a la realidad de la formación inicial en las carreras de pedagogía de universidades chilenas.