Estudio de la diversidad de interpretaciones de la norma matemática en un aula multicultural

Resumen

This paper is included in a qualitative research carried out in a classroom with 15-16 year-old minority and economically disadvantaged students. The research tries to develop an inclusive approach for integrating both the cognitive and emotional perspective in order to improve the comprehension of the processes of constructing meanings in the classroom microculture. We assume that multicultural classrooms promote more evidence about the variety of meanings and values concerning with the mathematical practice. It is our intention to think over the possible interferences in learning that can be derived from the different interpretations of mathematical norms in the classroom. The results of our analyses should be a contribution for a better understanding of this phenomenon.