Adherencia al discurso matemático escolar: el caso de la integral definida en la formación inicial docente

Abstract

In the usual initial teacher training, the teaching of Integral Calculus focuses on emulating school mathematics as a result of solving routine exercises, leaving in the second place the mathematical knowledge that emerges in the student. Therefore, we problematize the teaching of the integral defined to confront the permanent procedures in the daily life of people with the terminal objects that are not in their daily lives. With the Socioepistemological Theory of Educational Mathematics, a design of school activity and semi-structured interviews were staged with a community of third-year mathematics teaching students from Colombia. It was identified that the emulation of mathematical procedures favors adherence to school mathematical discourse; which prevents planning and carrying out teaching from the autonomous arguments of the learner. In contrast, the category of accumulation constituted in people's daily lives is proposed as a component of a source of meaning that generates a disciplinary identity for the teaching student.