In this paper, I wish to reply to the questions posed by Gascón & Nicolás (2017) about the (possibly) prescriptive nature of the research results in didactics of mathematics: To what extent, how, under which conditions can (or must), didactics set value judgments and normative prescriptions in order to provide criteria about how to organize and manage study processes? (p. 26). Yet rather than replying, I shall suggest new questions about the deep sense of wondering about the prescriptive nature of the research results of the Western didactics of mathematics.