Laura Reséndiz
David Block
José Carrillo
Abstract. With the aim of contributing to the knowledge of mathematics teaching
practices in multigrade schools, this paper analyzes the conditions a teacher
with experience in this type of school creates to facilitate problem solving, with
students in the six primary grades simultaneously. The study was carried out
with methodological tools that come from research in the teaching of mathematics,
especially in the study of the milieu and ethnographic elements, when considering
the didactic knowledge that underpins such practices. The analysis helped us to
identify multiple resources used by the teacher: problems with different levels of
complexity generated by the use of didactic variables; the diversification of sources
of support by encouraging student interaction; various ways of optimizing the
use time, among others. At the same time, certain tensions were revealed between
what this teacher intended to do and what she actually achieved.
Keywords: Arithmetic problems, one-room school, milieu.
DOI: 10.24844/EM2902.04
