El Consentimiento con el Otro en la Interpretación de la Comprensión en Matemáticas

Abstract Recognizing the mathematical activity as an interpretative process forces us to give an operative answer to the problem of reference in the interpretation. In this work, we propose to situate this reference in the consent with the other, a visible trace complementary to the use of the mathematical knowledge that we include in the hermeneutical dimension of an operative model for interpreting understanding in mathematics. The consent with the other enables us to complete the interpretative cycle of understanding of mathematical activity in the classroom. In practice, this consent is sh...