This paper presents a situation designed within the framework of variational thinking to foster a dialogue between school mathematics and community knowledge. This dialogue is builtthrough the articulation of school concepts of the mathematics of change and variation with community knowledge linked to the corn tortilla cooking process. In this proposal, the context of meaning is the basis for the intentional development of practices of variational thinking such as serialization, comparison and prediction. In particular, evidence is presented of the use of graphics referring to the cooking process of a well-made tortilla; its different forms and functions act as a bridge between the school and the community, demonstrating a meaningful dialogue between the two.
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