Tensiones en la clase de matemáticas. Experiencia de una docente en el montaje de un escenario de aprendizaje

Abstract

Taking into account the metaphor between a theatrical play and the staging of a learning environment (García, Valero and Camelo, 2013), we worked on a research experience, that tries to characterize the possible tensions of the professor of the staging. In the frame of critical research we build 6 categories of analysis that are fundamental to address the concept of negotiation of Vithal (2004). These categories oriented the selection of information taken from teacher´s field notes and audio visual recordings from her mathematics class. The information gotten was organized in 11 episodes which give account of the learning environment conditions and the tensions experimented by the teacher, who developed the staging with the group 301 at Colegio Los Tejares IED (Bogotá). The negotiation ruptures of this scenario move away the conditions of staging with the character of critical inquiry. We share the idea of Clavijo and Mora (2016) of linking the tensions of the teacher with the distance that generates between the situation arrenged and the situation imagined.