In this article we present our arguments in favor of a teaching of mathematics by means of problematization and investigation, one that includes in the classroom multiple ways and meanings for the students to read the world around them. In this respect, we propose a teaching-learning process of mathematics grounded on the relationships between society, cognition, and culture, in the way of practices that exercise multiple readings of reality and give meaning to mathematical construction as learning of culture, through culture. Argumentative reflections have lead us to conclude that mathematics characterizes the social and imaginary interactions manifested in culture, under multiple explanatory ways, for the sociocultural experiences, evidenced in the ways of reading, comprehending and explaining the human cultures emphasized by multiple methods and codes of mathematical reading of sociocultural realities. The article is organized in the following way: initial problematization of the study, foundations and assumptions, followed by the epistemological basis of argumentation, on to the appointment of epistemological and didactic implications about problematization, research for a learning beyond disciplinarity, as a way of including these methodological procedures in the classroom. We end with our reflections and referrals for the practice of the mathematics teacher.
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