This study analyses the Mathematics Education curricular guidelines of Chile, Mexico, Costa Rica and Colombia in relation to their possible links with Education for Sustainable Development or their potential development and the implications they have on teachers' knowledge. To this end, a content analysis has been carried out to examine the meaning given to the teaching and learning of mathematics that would enable the development of the key competences of sustainability. The results show that the teaching and learning of mathematics is poorly aligned with sustainable development, with a low presence of key sustainability competences. These results constitute a roadmap both for teacher training institutions and for providing a new educational approach to contribute to educating in sustainability in Primary Education through Mathematics Education.