Construcción de la técnica en praxeologías matemáticas dadas en el aula de telebachillerato

Abstract

In Mexico, there are teachers in Higher Middle who, on occasions, are obliged to teach mathematics even when their profile. This document aims to identify the technique (mathematical procedures) to be taught by a teacher in the Telebachillerato Subsystem to solve the type of tasks related to first-grade equations. This proposal is part of a research project, involving thirteen teachers, of whom two classes were observed teaching mathematical content according to their curriculum, these observations were intended to make them the subject of discussion with participants. In this research, we show a case study. The results show that the teacher builds a technique focused on obtaining determinants to solve the type of tasks on the system of equations, but the theory that justifies functionality is reduced to a speech more kind of didactic, than mathematical. Techniques to solve problems are usually taught in the classroom, but these are unprotected from mathematical theories (mathematical argument) that validate their functionality, the student has to infer it or build their own theory from the technique of the teacher.