Abstract:In this paper we analyze a variety of ways of teaching from work activities that involved mathematical knowledge. These activities are given in the rural environment of Sonora state as well as in the surroundings of the Mexico City conurbation. We present the results of two independent research projects that, in the quest for mathematical knowledge from work activities, concur in reporting evidence of such knowledge in the communication process, between experts and apprentices, of certain work techniques. The theoretical grounds that guide this inquiries are supported on didactical and not-didactical theoretical approaches: the Anthropological theory of Didactics, the Theory of Didactical Situations and the Cognition in Practice, respectively. The methodological design consisted in observations of the work activities and in situ interviews. Mathematical problems designed considering the contexts of the activities were also posed. The obtained results show the presence of a variety of ways of teaching, which reveal not only mathematical knowledge, but also contribute to the shaping of it.
Keywords: mathematical knowledge from work activities, situated learning, teaching practices, mathematical techniques and tasks, technological discourse.