摘要：La elaboración de conocimiento en la clase de matemáticas se entreteje con las características de los problemas que resuelven los alumnos, con los conocimientos de los.
其他摘要：The elaboration of knowledge in math class is interwoven with the characteristics of the problems solved by students, their prior knowledge, and the forms of social interaction. This article focuses on the last one of these relations—that is, on the social component of the learning process in the classroom. Thus, we problematize mathematical knowledge, which is considered as the production of a group, and is therefore inserted in the framework of social relations created inside the classroom. Based on the analysis of the implementation of a sequence of experimental classes about percentages in a public high school in Mexico City, we discuss the way in which the circulation of knowledge is intertwined with the students’ position and with the social evaluation of the procedures and mathematical tools. Finally, we detail the need to bring the idea of Didactic Contract, a tool from the Theory of Didactical Situations, closer to other sociocultural perspectives enriching the understanding of the role of the interactions between different actors in the learning process.
