Las formas de interacción social en un grupo de estudiantes de grado noveno durante la actividad de resolución de ecuaciones de primer grado

Abstract

This study analyzes the forms of social interaction that emerge in an inclusive mathematical activity designed based on the principles of Objectification Theory. The proposal was implemented with a group of six elementary school students, including one student with low vision, which allowed for the exploration of how inclusive practices are configured in real-life classroom settings. The teaching sequence consisted of five sessions and was based on the use of tactile relief materials and contextualized situations related to a fruit store, through which students explored numerical equivalences and constructed first-degree equations. Using a qualitative and interpretive approach, the processes of objectification of mathematical knowledge were analyzed in their collective and semiotically mediated dimensions, as well as the ethical conditions that enable or restrict the meaningful participation of all students. This approach involved the analysis of audiovisual recordings, field notes, and a grid constructed from the vectors of community ethics. The results show that knowledge is not constructed individually or neutrally, but rather is objectified within the framework of social relationships, gestures, signs, and intersubjective connections. In this sense, inclusion is not limited to a series of technical adaptations, but rather is configured as an ethical practice that transforms the very conditions of access, participation, and knowledge construction in the classroom.