Essential tensions of mathematics in education

Resumen

The didactics of mathematics deals with the conditions of transmission of mathematical knowledge; various dimensions related to the production of knowledge in the classroom constitute its object of study. From the perspective in which we place ourselves, mathematical concepts are characterized in terms of some nodal problems whose resolution by subjects to whom certain knowledge and knowledges are attributed. In recent years, the curiosity to know the student's perception of mathematics has been growing. This link between knowledge and mathematical problems, far from being static, implies conceiving the teacher as the conductor of a path in which the initially elaborated relationships are validated, transformed, decontextualized, generalized and reorganized into more inclusive constructions than those originally considered. In this sense, the present study aimed at analyzing the tensions of mathematics in education. The results indicate that students present tensions under a hydisyncratic perception.