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Cmo hacer apetitoso el discurso matemtico?
Experiencias con sabor cubano
1
Carlos Snchez Fernndez
Lu|.c|s|dcd dc lc lc|cuc
Cu|c
cscuc|czactcoau|cu
Resumen
2
Lstc cou|c|cuc|c t|cuc coao |oos|to coac|t|| cxc||cuc|cs so||c |c ut|||dcd dc
|c l|sto||c dc |c \ctcact|cc c|c sczouc| c| d|scu|so actcact|co `os |c|c||aos
uo so|o c| d|scu|so o|c| o c|ocuc|ou c|c cx|csc| |dccs q coucctos, s|uo tca||cu
c| d|scu|so csc||to cu tcxtos csco|c|cs q ||||os dc cc|cctc| d|.u|qct|.o `o |c
tcudcaos cou|o|ac| tco||c c|quuc lcs |dccs uc cxoucaos c cout|uucc|ou so|o
|ccoqcu uuc cxc||cuc|c q cstcu d|||q|dcs, |uudcacutc|acutc, c |os |o|cso|cs dc
cuscucuzc sccuudc||c q ||ac|os cu|sos uu|.c|s|tc||os `ucst|o o|ct|.o, s|a|c
acutc, cs |o.occ| uuc cct|tud c||t|cc so||c c| d|scu|so actcact|co t|cd|c|ouc|
Pc|c o|qcu|zc| |cs |dccs |ut|oducto||cs |caos uscdo uu |o.occt|.o cuscqo dc|
|oso|o ||cs||cuo 0|c.o dc Cc|.c||o so||c lc Tco||c dc |os Cuct|o D|scu|sos
Lu dcu|t|.c, |ctcudcaos aost|c| coao |c o||cutcc|ou ||sto||c|stc uos |c sc|.|do
c|c otcuc|c| c| d|scu|so q dc||c sc|o| cu|cuo cou |os cuct|o |uq|cd|cutcs c||sto
tc||cos |c |acq|ucc|ou oct|cc, |c |cto||cc c|sucs|.c, |c c|quacutcc|ou d|c|cct|cc
q c| ||qo| |oq|co
Palabras clave
l|sto||c dc |c actcact|cc, d|scu|so actcact|co, d|.u|qcc|ou c|cut|cc, cu|tu|c ac
tcact|cc
Abstract
T|c u|osc o| t||s |cscutct|ou |s to s|c|c cxc||cuccs ou t|c ut|||tq o| t|c l|sto|q
o| \ct| to s|cc u act|cact|cc| d|scou|sc `ot ou|q o|c| d|scou|sc to cx|css
|dccs cud couccts c|c cous|dc|cd, |ut c|so .||ttcu d|scou|sc |u sc|oo| tcxt|oo|s
cud t|cdc |oo|s T|c|c |s uo cttcat to |o|a cuq t|co|q T|c |dccs cx|csscd
coac ||oa cxc||cucc cud c|c d||cctcd, ||uc|c||q to ||q| sc|oo| tccc|c|s cud
tccc|c|s o| t|c cut|q|c.c| uu|.c|s|tq cou|scs T|c o|cct|.c, s|a|q, |s to |o.o|c
c c||t|cc| ctt|tudc to t|cd|t|ouc| act| d|scou|sc To o|qcu|zc t|c |ut|oducto|q |dccs c
|o.occt|.c csscq |q t|c B|cz|||cu |||oso|c| 0|c.o dc Cc|.c||o ou T|c T|co|q
o| t|c lou| D|scou|scs |s uscd Dcu|t|.c|q, t||s |s cu cttcat to s|o. |o.
t|c ||sto||c|st o||cutct|ou |cs sc|.cd to |oaotc d|scou|sc cud q|.c |t c Cu|cu
c.o| .|t| t|c |ou| /||stotc||cu |uq|cd|cuts oct|c |acq|uct|ou, c|sucs|.c ||cto||c,
d|c|cct|c c|quacut cud |oq|cc| ||qo|
1
Lstc t|c|co co||csoudc c uuc cou|c|cuc|c c|c|c|c d|ctcdc cu |c `lll Cl/L\, cc|c||cdc cu Rcc||c,
B|cs|| c| cuo `011
`
L| |csuacu q |cs c|c||cs c|c.c cu |uq|cs |uc|ou cq|cqcdos o| |os cd|to|cs
Cuadernos de Investigacin y Formacin en Educacin Matemtica. `013 /uo o `uac|o 11 `0/`1o Costc R|cc i
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`0o Scuc|cz lc|ucudcz
Key words
l|sto|q o| act|, act| d|scou|sc, s|ccd o| sc|cut|c |u|o|act|ou, act|cact|cc|
cu|tu|c
1 A manera de introduccin. Por qu queremos cambiar el discurso
matemtico?
Todos |os d|cs cu |os acd|os acs|.os dc coauu|ccc|ou o|sc|.caos c|c|tcs ccc|cc dc
|c cxt|uc|ou dc d||c|cutcs cscc|cs Pc|o |cu cucout|cdo c|quuc uot|c|c ccc|cc dc |c
cxt|uc|ou dc |os actcact|cos lc |cusc csc||tc q tc|c.|s|.c uos c||uac cou cstcd|s
t|ccs dc todo t|o Pc|o |cu .|sto cstcd|st|ccs cu |c |cusc aost|cudo |c tcsc dc
dcc|cc|a|cuto dc |os o.cucs |utc|cscdos cu |c actcact|cc o cu |c cduccc|ou actcac
t|cc lc cuscuc|c dc |c|c|cuc|cs actcact|ccs cu |c csccsc d|.u|qcc|ou c|cut|cc uo
|cs |ccc cusc| uc |os c||od|stcs q tca||cu |os c|cut|cos dcscouoccu |c c|cc|cutc
ucccs|dcd dc cu|tu|c actcact|cc c|c uo c|ccc| c|cstcdos cu c| sost|ccdo uu|.c|so
uc |cu c|ccdo |cs uuc.cs tccuo|oq|cs
Coao c tcutos ot|os cduccdo|cs uos |cocuc |c |o|ac cu uc sc |c cq|c.cdo |c
s|tucc|ou `o cs uc sc |cqcu cxt|uqu|do |os o.cucs |utc|cscdos cu |cso|.c| |os |o
||cacs |uqcu|osos q uc uo cx|stcu c|cut|cos c |uqcu|c|os cou ca||c cu|tu|c actc
act|cc, s|ca|c sc |cu cucout|cdo Pc|o |cstc cucudo scqu||caos cucout|cudo|os
0|sc|.caos uc auc|os dc |os uc dcc|dcu |o|ac|sc coao |o|cs|ouc|cs (|uqcu|c|os,
c|u|tcctos, c|cut|cos, ccouoa|stcs q uu |c|qo ctc) uo s|cutcu c| acuo| |utc|cs o|
ca||c| su cu|tu|c actcact|cc, cs acs |c acqo||c |c od|cu S|a|cacutc u|c|cu sc|c|
|o |a|csc|ud|||c c|c o|tcuc| uu t|tu|o uc |cs c|a|tc ccccdc| c| cout|uqcutc dc |os
cousua|stcs |o|cs|ouc|cs Coao uu c||od|stc cscuo| |c d|c|o Se est enseando
a los chicos solo a ganarse la vida, que es la manera ms triste de perderla. S|ca|c
|cs |c|to c a|s c|uauos uuc ||csc dc uuc .|cc ccuc|ou dc {o|u lcuuou La vida es
lo que pasa mientras estamos ocupados en otra cosa
Pc|o cutcs dc cu|c| c |cs uuc.cs qcuc|cc|oucs o c |os a|stc||osos |u|oc|ctcs dc |os
\|u|stc||os, |ccx|oucaos so||c |cs cc|cctc||st|ccs dc| uuc.o csccuc||o |cs au|t||cs
q c|cc|cutcs |o|acs dc d|st|ccc|ou cu |c soc|cdcd dc |c (dcs)|u|o|acc|ou, dc |c |o|ac
cuccutcdo|c uc sc .cudc |o scudoc|cut|co q |o cut|c|cut|co, dc |cs .|dcocouso|cs,
c| D\D, |c lutc|uct, lccc|oo| q ot|cs c|so||cutcs |cdcs soc|c|cs, c| tc|c|ouo ao.||
au|t||oos|to q cu cscc|c| dc |c telebasura uc todos soo|tcaos coao uuc d|.c|
s|ou lc cscuc|c |c c|d|do c| aouoo||o dc |c t|csa|s|ou dc sc|c|cs q |c |ca|||c
c| aouoo||o dc |c t|csa|s|ou dc .c|o|cs Todo |c cca||cdo |os |o|os coutcu|dos
dc |c |u|o|acc|ou uc sc t||.|c||zcu q sc |cccu acs .o|ct||cs, |cs |o|acs q acd|os dc
t|cusa|s|ou |cou|cc, ||cqacutcdc, |c|dc, s|u t|cao c|c |c |ccx|ou, cou uuc cc|qc
c|cct|stc auq ct|cct|.c, c|o oco cd|ccutc, |cu audcdo |os |o|os .c|o|cs q |cstc
c| couccto dc |utc||qcuc|c uc uos cuscuc|ou c cu|t|.c| S| coa|cudcaos uc csto cs
cs|, uc |os cca||os soc|c|cs, cu|tu|c|cs, |utc|cctuc|cs, acd|ct|cos, tccuo|oq|cos, tcuto
cu |c acutc||dcd coao cu |os |utc|cscs c|s|stcu q uc ccdc .cz sc |ccc acs d|||c||
cou.cucc| q c|sucd|| c |os c||cos q c |os acuos c||cos cou c| d|scu|so actcact|co
t|cd|c|ouc| o| uc cucudo uc|caos .cudc| uucst|c c|cuc|c uos acutcucaos c i
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Coao |ccc| cct|toso c| d|scu|so actcact|co Lxc||cuc|cs cou sc|o| cu|cuo `09
|cs c| a|sao |ucccz d|scu|so Po| uc uo sc||| dc |c |ut|uc q t|ctc| dc |ccc| acs
cct|toso c| d|scu|so (.c| cucd|o dc tcxto c |c dc|cc|c cou |cs d||c|cutcs cuuuc
todcs cdccucdcs c uucst|os |utc|cscs dcu|c|oucs dc d|scu|so scquu c| DR/L q cou
su||cqcdo uucst|o)
lccc c|quu t|cao, |uac|so cu a|s |cocucc|oucs
so||c cstcs |o||cact|ccs, a|cut|cs .|cc|c o| c|
c||c|cscc|o (doudc sc t|o|czc cou auc|c |csu
|c, c|o tca||cu cou csoa||oscs ac|c.|||cs), cc
qo cutc a|s oos uu |o.occt|.o cuscqo dc| |o
so|o ||cs||cuo 0|c.o dc Cc|.c||o cou c| uc uo
coac|to os|c|oucs |dco|oq|ccs, c|o cda||o o|
su .c||o c.|scdo q cuscqu|dc |ccouoc| uc cstc
t|c|co od||c sc|.||ac dc |c|c|cuc|c tco||cc c|c
o|qcu|zc| a|s c||tc||os so||c coao |ccc| uu d|s
cu|so actcact|co acs c|cct|.o Lstc cuscqo |cco
qc dc |o|ac |csua|dc c| aco||o dc uu ||||o uc
|uc|c u|||ccdo cu Cc|.c||o (199/) Pc|c cou|o|
ac| uucst|cs |dccs cotccaos |os |cutcca|cutos
dc Cc|.c||o cou |os dc ot|os cuto|cs acs cucs
c uucst|c |uc||ucc|ou o| d|||q|| c| d|scu|so |cc|c
c| dcsc||o||o dc |c cu|tu|c actcact|cc dc |c coau
u|dcd Lscc|c|acutc |c.|scaos uuc .cz acs |os
|||||cutcs d|scu|sos dc| \ccst|o t||stcacutc dcs
cc|cc|do \|quc| dc Cuzacu (|ccoacudcaos |cc|,
o| cca|o, Cuzacu 199., 199/ q `00/)
`osot|os uo |ctcudcaos cou|o|ac| tco||c c|quuc `ucst|o o|ct|.o, s|a|cacutc, cs
|o.occ| uuc cct|tud c||t|cc so||c c| d|scu|so actcact|co, |o uc uu |cst|q|oso cdu
ccdo| cstcdouu|dcusc dcs|quo coao el corazn de la ciencia matemtica (`c.sou
19u1) Cous|dc|caos uc cuc|u|c| |ust|uacuto d|dcct|co dc.|cuc cu ||cuo |utc|cctuc| s|
cuacscc|c c| cc| dc |c |utc||qcuc|c q suq|c|c uc aprender a pensar la matemtica
cs c|qo uc sc cous|quc uscudo c| |c dc |c |ct|c uuc suc|tc dc |cq|cs, c|qo||taos
o ||uc||os doqact|cos `os c|ccc oo|tuuo |cco|dc| uuc ||csc dc| |oso|o cscuo|
lc|ucudo Sc.ctc| (`000) La Educacin ensea un camino a seguir, pero no puede
vender dogmas. , dc ccuc|do cou Sc.ctc|, cq|cqo uc s| |c Lduccc|ou \ctcact|cc
cout|uuc ca|ccudo uuc c|qc csotc||cc q .cu||ocucutc, uc c|cc ccdc .cz acs c|
d|scu|so dc |c Rc|uc dc |cs C|cuc|cs, dc| |cuqucc cot|d|cuo, cutouccs uo .cudc|c u|
cuscuc|c ucdc
2 Qu tendencias actuales favorecen el cambio del Discurso de la
Reina?
Tcucaos uc |ccouocc| uc du|cutc auc|o t|cao |c |ac|cdo uu d|scu|so uc |c
aost|cdo uu |ost|o cu.ccc|do q oco ct|cct|.o, |cstcutc sc.c|o o| c|c|to, dc |c Rc|uc
dc |cs C|cuc|cs Douc Cu|tu|c, |c dc ||cscs cqudcs, |uao| sut|| q d|scu|||| scducto|, cu
|cs sc|cs dc c|csc dc actcact|cc uo |c tcu|do auc|cs oo|tuu|dcdcs dc cc|ccc| i
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`10 Scuc|cz lc|ucudcz
Cou|cscaos uc uo s|ca|c uos |caos |cocucdo o| t|csa|t|| dc |o|ac c|sucs|.c q
c|quacutcdc |os valores estticos dc| sc|c| actcact|co c|c |os uc dudcu todc.|c
dc |cs |c|cc|oucs dc |c actcact|cc cou |c cstct|cc, c|tc|c c dos cuto||dcdcs dc dos
aoacutos auq d|stcutcs
/uc||os uc cscqu|cu uc |cs c|cuc|cs actcact|ccs uo cx|cscu ucdc dc |o |c||o
cstcu cu uu c||o| lcs |o|acs uc aco| cx|cscu |c |c||czc sou c| o|dcu, |c
s|act||c, |c |cc|s|ou |cs c|cuc|cs actcact|ccs sou |cs uc sc ocucu dc c||cs
cscc|c|acutc /||stotc|cs (s l\ c C) Metafsica l|||o `ll Cc|tu|o 3
\cs c||c dc |c |c||czc scus|||c, co|o|ccdc q souo|c, dc||dc c| ccutc||co dc |cs
cc||cuc|cs, uu|cc uc c| |quo|cutc couocc, |c actcact|cc uos |c.c|c uuc |c||czc
suc||o|, uuc |c||czc |utc||q|||c, uu|ccacutc ccccs|||c c |os oos dc| c|ac, dc||dc
c| o|dcu c|aou|oso dc |cs c|tcs, c |c co||csoudcuc|c dc |cs |c|cc|oucs cut|c
c||cs, c |c cu||ta|c dc |cs |oo|c|oucs, c |cs |o|acs q c |os uuac|os Po|ucc|c
(1901) El valor de la ciencia
L| dcsc||o||o dc |cs cscuc|cs dc cusca|cuto actcact|co uc d|c|ou cso c| forma-
lismo bourbakista c ||uc||os dc |c dcccdc dc |os cuos 10, uo o|stcutc sus |c|u|osos
ac||tos cu |c arquitectura de la matemtica, |o|c|c|ou uuc uoc|.c tcudcuc|c c dcs
|cc|c| c| uso c||t|co dc |os |ccto|cs ||sto||cos q soc|ocu|tu|c|cs, |ccto|cs uc c|cu
coucc||dos coao impurezas dc| sc|c| c|cut|co Cucudo cuc||cs tcs|s coacuzc|ou c
tca|c|cc|sc q sc ||zo |a|csc|ud|||c uuc cct|tud acs |uacu|stc, dcsdc |cs cut|cucs
dc| |o|o bourbakismo su|q|c|ou .occs uc dcc|ou dc toac| cu sc||o cuc| d|scu|
so, o| |ucousccucutc c |ucccz o| cca|o, P|c||c Cc|t|c|, uc |uc|c o|tc.oz dc|
q|uo Bou||c||, cu uuc |cc|cutc cut|c.|stc d|o Si Bourbaki ha muerto es porque
fue asesinado por la esterilidad de sus propias actitudes (Scucc|c|, 199o) Poco c
oco, coacuzo c coa|cudc|sc uc tambin en la matemtica, como en muchas cien-
cias empricas, la impureza puede ser ms frtil que la asepsia Lut|c |cs .|s|oucs q
actodo|oq|cs ca|||stcs, ||qcdcs |cstc |c acdu|c cou |os cdc|cutos cu |cs tccuo|oq|cs
d|q|tc|cs, cc|c dcstccc| c| cuqc dc |c cxc||cuc|c actcact|cc q |c ||cacdc cu|tu|c ac
tcact|cc sca|||qu|osc uuo dc cuqos cxoucutcs cs Do|ou Zc|||c|qc| (Zc|||c|qc|, 1993
q `00/) Lu |cc|cutc uuac|o coa|cto dc |os Notices dc |c /ac||ccu \ct|cact|cc|
Soc|ctq (`00o), cstc cutc|cacutc dcd|ccdo c cstcs tcudcuc|cs ca|||stcs uc qc uo
sou tcu uo.cdoscs /s|, sc |oduo uuc suc|tc dc giro cognitivo q cou c| coacuzc|ou
tca||cu |os |utcutos dc cstc||ccc| |c|cc|oucs ccusc|cs cut|c |c cxc||cuc|c actcact|cc
q |cs coud|c|oucs ||sto||ccs q soc|c|cs dc su |oducc|ou Lu |c dcccdc dc |os /0's q |os
o0's |uc|ou cc|cc|cudo .c||cs tcudcuc|cs cu |os cstud|os |osocos dc |c actcact|cc,
uc oco c oco |uc|ou cucout|cudo cco cu |c Lduccc|ou \ctcact|cc (Ru|z 199/ o
Ru|z 199o) q cuc| c|cd|qac doqact|co q |o|ac||stc, |uc dcudo cso c couccc|oucs
acs cx|||cs cou c| uso dc uuc.cs .|s|oucs soc|o|oq|ccs q actodo|oq|cs ca|||stcs cou
uu |uq|cd|cutc ||sto||co cu|tu|c|
S|u ca|c|qo, dcsucs dc acs dc .0 cuos dc cuscucuzc t|cd|c|ouc| |o|ac||stc, cs
auq uctu|c|, q |cstcutc coauu, cscuc|c| todc.|c c |o|cso|cs dc d||c|cutcs u|.c|cs
dc cuscucuzc dcc|| uc cou c| cu|ouc ||sto||c|stc sc |c|dc c| ||qo| q c| t|cao
ucccsc||o c|c |o|uud|zc| cu |o uc cs .c|dcdc|cacutc |ao|tcutc los crecientes y
abstrusos contenidos de los programas vigentes L| |o|cso| cousccucutc |cusc Cmo
voy a conseguir hablar de la historia, si cada vez tengo ms contenidos que explicar
y estos nuevos asuntos son ms impenetrables para mis desmotivados alumnos! Pc|o,
tc| cusca|cuto cstc ||qcdo cou |c couccc|ou t|cd|c|ouc| dc| d|scu|so actcact|co q i
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Coao |ccc| cct|toso c| d|scu|so actcact|co Lxc||cuc|cs cou sc|o| cu|cuo `11
cutouccs o| uc uo cca||caos csc couccc|ou uc uo |c aost|cdo cccc|c o| uc
uo o|qcu|zc| c| d|scu|so dc |o|ac uc |c ||sto||c ucdc |utcq|cdc dc |o|ac co|c|cutc
`ucst|c cxc||cuc|c uos d|cc uc usc| c| cu|ouc ||sto||c|stc coao |ccu|so d|dcct|co,
c||ccdo s|u abusos, uo |a|dc c| t|ctca|cuto ||qu|oso q |o|uudo uc ac||tc uu csuuto
actcact|co, q cdcacs uc su uso c||t|co q cdccucdo |cc|||tc |c c||a|ucc|ou dc |c uc|cstc
q ou|c||zcdc |dcc dc uc las matemticas son demasiado aburridas
3 Basta el discurso analtico o lgico para conseguir el goce esttico
del conocimiento matemtico?
\o|.caos so||c uuc |cocucc|ou qcuc|c| uc sc o|sc|.c todc.|c cu c| ca||cutc q uc
.|cuc |cutccudosc dcsdc |ccc acs dc .0 cuos cucudo c| |o|ac||sao dc |c ac| ||cacdc
Matemtica Moderna caczc|c c c|c.c| sus qc||cs cu |cs /ac||ccs Ls |cc|acutc
coactcutc uu |o|cs|ouc| (accst|o o |u.cst|qcdo|) uc so|o sc |c |o|acdo cou c| ||qo|
|oq|co dc| d|scu|so actcact|co Lu c| .c|sct|| q coact|t|.o csccuc||o cctuc| Bcstc
cou cctuc| d|sc|||ucdcacutc cu c| ac|co cst|cc|o dc c|qo||taos, cx|oacs q tco|cacs
c|cud|dos q |c|oduc|dos acccu|ccacutc 0uc |ccc| c|c c||a|uc| c| dcs|utc|cs qc
uc|c||zcdo o| c|cudc| |c .c|dcdc|c uctu|c|czc dc |c |cu||st|cc actcact|cc Dccaos
uc scc \|quc| dc Cuzacu u|cu |csoudc
Sc t|ctc dc |ccc| ctcutcs |os |acctos autuos uc |c c.o|uc|ou dc |c cu|tu|c, |c
||sto||c, |os dcsc||o||os dc |c soc|cdcd, o| uuc c|tc, q |c actcact|cc, o| ot|c,
sc |cu |oo|c|oucdo
S| uo sc cctuc cousccucutcacutc sc acutcud|cu |os a|saos uc|cstos u|.c|cs dc |c|o
|cc|ou q dc c|cudouo csco|c|, |c actcact|cc scqu||c cous|dc|cudosc coao |c c|c.osc
cu|c||c dc todos |os ac|cs soc|c|cs `o ucdc ot|o |cacd|o uc cdccuc| c| d|scu|so
actcact|co c|c uc cua|c su o|ct|.o q c|u||||, cto|acutc| o cuccuc|, uo scc c|
u dc |c cduccc|ou actcact|cc
coao |ccc| acs cccz uucst|o d|scu|so
Dc uuc |o|ac scaccutc c |c uc c| |oa||c |c scqu|do cu su c|ccc|ou dc |cs |dccs
actcact|ccs, dc aodo c|cc|do c| uc c| actcact|co cct|.o ut|||zc c| cu||cutc|sc
cou c| |o||cac dc actcact|zcc|ou dc |c c|cc|c dc |c |cc||dcd dc |c uc sc ocuc
Sc t|ctc, cu ||ac| |uqc|, dc ouc|uos cu coutccto cou |c |cc||dcd actcact|zc||c
uc |c dcdo |uqc| c |os coucctos actcact|cos uc uc|caos cx|o|c| cou uucst|os
c|uauos, c|c |o cuc| dc|c||caos couocc| c |oudo c| coutcxto ||sto||co uc cuac|cc
cstos coucctos cdccucdcacutc Po| uc |czoucs |c coauu|dcd actcact|cc sc
ocuo cou c||uco cu uu c|c|to aoacuto dc cstc tcac q |o ||zo c| .c|dcdc|o
ccut|o dc su cx|o|cc|ou tc| .cz o| uu c||odo dc s|q|os Ls cxt|co|d|uc||cacutc
ut|| t|ctc| dc a||c| |c s|tucc|ou cou |c uc c||os sc cu||cutc|ou cou |c a||cdc
c||cc cou uc |c coutca|c|ou |u|c|c|acutc lc .|s|ou dc| tcac uc sc uos
|||udc cu auc|os dc uucst|os ||||os dc tcxto sc c|ccc cu dcacs|cdcs occs|oucs
c uuc uo.c|c o||c|ccc uc cc|ccc qc dcst||cdc dcsdc c| ||uc||o o| |c|c|
coacuzcdo coutcudo c| uc| Coutcdc dc ot|c |o|ac acs |czouc||c od||c sc|
.c|dcdc|cacutc ccs|oucutc (Cuzacu `00/) i
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`1` Scuc|cz lc|ucudcz
Ls dcc||, uc c t|c.cs dc |c l|sto||c dc |c \ctcact|cc odcaos contar aco| |c
uo.c|c o||c|ccc actcact|cc Coutc| ccczacutc |c actcact|cc, cs |ccc| uc c| d|scu|so
actcact|co uo scc u| c|u|||do, u| |cc|cutc Lu c| d|scu|so |cq uc tener en cuenta, uo
so|o |cs cuentasuuac||ccs, s|uo tca||cu |os cuentos||sto||cos q ||tc|c||os, dc |o|ac uc
cu|tu|c actcact|cc q cu|tu|c |uacu|st|cc cc|czccu |utcq|cdcs q uo cout|cucstcs
Lstc cs tca||cu uuo dc |os acusccs dc| |oso|o 0|c.o dc Cc|.c||o (199/) cu su ||||o
Aristteles em Nova Perspectiva. Introduo Teoria dos Quatro Discursos
0 d|scu|so |uacuo c uac otcuc|c uu|cc, uc sc ctuc||zc dc uct|o acuc||cs
d|.c|scs c oct|cc, c |cto||cc, c d|c|ct|cc c c cuc||t|cc
/ cout|uucc|ou t|ctc|c dc s|utct|zc| q cdccuc| c| ccso cscc|co dc| d|scu|so actcact|co
|o uc |cutcc /||stotc|cs scquu 0|c.o dc Cc|.c||o
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d|sc|u|os q, c su .cz, cstos |uu||cu cu |c suqc |o|c s| sc cous|dc|c |c s|uc|q|c
dc |os cuct|o d|scu|sos s|qu|cutcs
L| d|scu|so potico uc sc d|||qc so||c todo c la imaginacin q |uscc |acc
tc| caot|.cacutc q c|||| c| cct|to o| couocc| d||c|cutcs cscctos dc| uc|ccc|
actcact|co
L| d|scu|so retrico uc o| acd|o dc la persuasin, uc cs uuc ccc|ou s|co|oq|cc
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cctuc| cu |c |uscc dc couoc|a|cuto Coao d|cc Cc|.c||o, s| c| d|scu|so oct|co tcu|c
coao |csu|tcdo uuc impresin, c| d|scu|so |cto||co dc|c |o.occ| uuc decisin
L| d|scu|so dialctico uc soactc c |uc|c |cs c|ccuc|cs acd|cutc cuscqos q
tcutct|.cs cou||outcudo|o cou su |c|utcc|ou Sc t|ctc dc convencer dc |c .c|dcd dc
|os tco|cacs q dcu|c|oucs uo cxou|cudo|cs |||cacutc coao doqacs |ud|scut|||cs
s|uo c t|c.cs dc |cs cout|cd|cc|oucs, |cs c|cdocs, |os c||o|cs uc |cu cc|cc|do
cu su t|cqccto||c c.o|ut|.c L| d|scu|so d|c|cct|co cst|ac |c |o|c||||dcd acqo| o
acuo| dc uuc tcs|s o c|ccuc|c s|qu|cudo |cs cx|qcuc|cs dc |c |cc|ouc||dcd q dc|
|occsca|cuto d|uca|co dc |c |u|o|acc|ou
L| d|scu|so |oq|co o analtico uc c|tc dc |cs |ca|scs cda|t|dcs coao |cus|||cs
q c t|c.cs dc |u|c|cuc|cs |cq|t|acs ||cqc c |c demostracin dc |c .c|cc|dcd dc |cs
tcs|s |o|au|cdcs cu |o|ac dc tco|cacs
Lut|c |os cuct|o d|scu|sos |cq uuc q|cducc|ou cscc|oucdc dc |o os|||c c |o .c|os|a||,
dc c|| c |o |o|c||c q dcsucs c |o |ucucst|ouc||cacutc c|c|to lc costua||c dc|
d|scu|so actcact|co t|cd|c|ouc| cs o|.|c| |os ||ac|os t|cs d|scu|sos q cctuc| cu c|
|cuo dc |o |oq|co Lstc d|scu|so cuc||t|co |c cc|cc|do s|ca|c dcsdc |c cut|qucdcd
c|cs|cc q|cco|ct|uc cu c| auudo occ|dcutc|, cuuuc cu c| auudo o||cutc| dcsdc |os
t|caos acs |caotos |c |ac|cdo |o uc cu Zc|||c|qc| (`00/) sc ||cac Chinese-
Indian-Sumerian-Egyptian-Babylonian Model for Doing Mathematics coao |u|c|cutc
c| |cuqucc actcact|co q o| tcuto, ||cu c|ccdo dc| |cuqucc o|d|uc||o (Cuzacu, 199/)
Lstc d|scu|so cs cu cscuc|c uu aouo|oqo dc| |o|cso|, doudc c| c|uauo so|o |c |cstc
cda|t|| q acao||zc| c| |csu|tcdo q |o acs t||stc, s|u ccucs cutcudc| c| s|qu|ccdo dc|
d|scu|so Lu |cs u|t|acs dcccdcs cou |c |ut|oducc|ou dc tccu|ccs c|t|c|ct|.cs ucdc
dcc||sc uc sc |c |ut|oduc|do c| d|scu|so d|c|cct|co, c|o todc.|c uo sc cxouc cou i
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Coao |ccc| cct|toso c| d|scu|so actcact|co Lxc||cuc|cs cou sc|o| cu|cuo `13
imaginacin c|c persuadir c cusc| cou ||us|ou cu |cs |oudcdcs dc uucst|o |oducto
los |cuos oct|cos q |cto||cos s|qucu s|cudo .|stos coao csuuto dc |os c|t|stcs o
|uacu|stcs, ucdc uc .c| cou |cs ||qu|oscs actcact|ccs
lcs c||cuustcuc|cs uos |uc|tcu c cutcudc| coao cutcut|cc uuc cu|tu|c actcact|cc uc
|ccoc tca||cu |c sc.|c .|tc| dc |os d|scu|sos oct|co q |cto||co csoc|cdos c |c cu|tu|c
|uacu|st|cc
`c |oso||c c||stotc||cc dc cu|tu|c coao cx|cssco |utcq|c| do |oqos, c |czco c|cu
t|cc su|qc coao o ||uto su|cao dc uac c|.o|c uc tca coao |c|z c |acq|ucco
oct|cc, |cutcdc uo so|o dc uctu|czc scus|.c|(Cc|.c||o, 199/)
`ucst|c |oucstc cs sczouc| |c tco||c c||stotc||cc dc |os cuct|o d|scu|sos cou c| coud|
acuto dc |c l|sto||c dc |c \ctcact|cc Sc t|ctc dc usc| c| couoc|a|cuto dc |c ||sto||c,
c|c otcuc|c| |c c|quacutcc|ou |oq|cc csoc|cdc c| coutcu|do actcact|co cscc|co,
cou ctcuc|ou cu|dcdosc dc su .c|o| cstct|co P|ooucaos cuacutc| c| odc| c|sucs|.o
dc| d|scu|so cou |c |c|u|osc |cc||dcd dc |c |cu||st|cc |cscutc cu |os o||qcucs dc| sc|c|
actcact|co, |cc|cudo |o uc C|cttcu Cu|uucss (`009) |c ||cacdo history-satire, cs
dcc|| |ccoust|uqcudo |cc|ouc|acutc |c ||sto||c, cdctcudo|c c |cs cc|cctc||st|ccs dc|
q|uo dc oqcutcs o |ccto|cs co||csoud|cutc, c|o s|u dcs.||tuc||c, s|u t|c|c|ouc||c
4 A manera de conclusiones: Qu hemos propuesto?
Lu dcu|t|.c, |o uc acs uos |c |utc|cscdo cs cst|au|c| |c ucccsc||c couccc|ou dc
uuc retrica matemtica uc otcuc|c tcuto |c |acq|ucc|ou oct|cc q c| qocc cstct|co
coao |c c|quacutcc|ou d|c|cct|cc q c| ||qo| |oq|co, |ocu|cudo |ccc| acs cct|toso c|
d|scu|so dc |c Rc|uc Todc.|c ucdc auc|o o| |cc|sc| q cuu acs o| t|cus|o|ac|
`ucst|c |oucstc, cou c|c|tc o||q|uc||dcd cu |c |o|ac, cu su cscuc|c uo cs uo.cdo
sc Lu |cs u|t|acs dos dcccdcs sc |c u|||ccdo |cstcutc so||c |c |utcq|cc|ou dc |c
|u.cst|qcc|ou ||sto||cc cou |c |cct|cc cducct|.c actcact|cc, c|tcaos, o| cca|o, |cs
co|ccc|oucs dc t|c|cos cu Cc||uqc| (199u), c| cstud|o lC\l cd|tcdo o| lcu.c| o \cc
ucu (`000), |c |cco||cc|ou dc Kctz (`000) q, c|c c|tc| u|||ccc|oucs acs |cc|cutcs, |os
c|t|cu|os dc lu||uq|ctt| (`00/), C|cttcuCu|uucss (`009) o {cu|.|st (`009) `osot|os, a|
coacuc|c Couccc|ou \c|dcs q qo, |caos c|c|o|cdo c|quucs aodcstcs |dccs so||c |o
uc |caos dcuoa|ucdo cu|ouc ||sto||co|o||ca|co, q uc u|zcs scc aco| ||cac||o
problematizacin histrica del discurso matemtico Lstcs |dccs |cs |caos |cscutcdo
cu .c||os c.cutos c|cut|cos q u|||ccc|oucs cscc|c||zcdcs coao, o| cca|o, cu Scu
c|cz q \c|dcs (199/), Scuc|cz q \c|dcs (1999), Scuc|cz o \c|dcs (`000) Pc|o |cstc
dc tcuc, cu |o uc s|quc ac |c|c|||c c c|quucs dc |cs cxc||cuc|cs c|t|cu|c|cs uc
cu |os u|t|aos cuos |caos dcsc||o||cdo cu uucst|o uc|ccc| actcact|co cducct|.o cu
Cu|c
5 Experiencias con sabor cubano
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cuos q doudc |caos coac|t|do |dccs so||c |c \ctcact|cc, su l|sto||c q su \c i
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cos, cdcqoqos, |oso|os, ctc Lu c| sca|uc||o c|t|c|cu cct|.cacutc |os |o|cso|cs
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q P|o|c||||dcdcs Lu ccdc scacst|c uos |caos dcd|ccdo c uu tcac d||c|cutc q
s|ca|c cou uuc .|s|ou ca||c Po| cca|o, cu c| cuo dc| t||ccutcuc||o dc| ucc|
a|cuto dc Lu|c| |o dcd|ccaos c cxouc| |os .c|o|cs |cu||st|cos q cstct|cos dc su
o||c, cu c| cuo \uud|c| dc |c l|s|cc tu.|aos .c||os |u.|tcdos uc uos ||ust|c|ou
so||c |c .|dc q o||c dc /||c|t L|ustc|u, c|quuos scacst|cs sc |cu couscq|cdo c
|os actcact|cos |ca|cdos cou |c \cdc||c l|c|ds, cu c|t|cu|c| dcd|ccaos .c||cs
scs|oucs c |c .|dc q o||c dc| o.cu Tc|cucc Tco cou uuc c|t|c|cc|ou cxt|co|d|uc||c
dc c|uauos Cucudo cua||aos c| dcc|ao cu|.c|sc||o tu.|aos c| ||.||cq|o dc coutc|
cou c| |cst|q|oso actcact|co q d|.u|qcdo| cu|oco \|c|c|c Laac|cd|to| dc |c
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couoc|a|cutos dc |cs d|sc|||ucs |cs|ccs cou uu cu|ouc ||sto||co Lstos cucucut|os
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cu cucucut|os u|uccuc|cs sc soc|c||zcu |os c.cuccs q c| uc| dc| scacst|c sc
cut|cqc uu |u|o|ac o| csc||to uc sc dccudc o|c|acutc cutc todo c| q|uo
L| cu|so dc l|sto||c dc |c \ctcact|cc uc |||udcaos cu c| Diplomado de Educacin
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coo|d|ucc|ou cou |c Lu|.c|s|dcd dc |c lc|cuc q c| \|u|stc||o dc Lduccc|ou s||.c
c|c c|c.c| c| u|.c| cu|tu|c| actcact|co dc |os accst|os dc cuscucuzc sccuudc||c
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lc qcuc|c||dcd dc cstcs o||cs |cs |caos u|||ccdo cu |c cd|to||c| Nivola dc \cd||d,
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(`011), q |os ||||os dcd|ccdos c aost|c| |os |o||cacs qcuc|cdo|cs dc| couoc|a|cuto
csoc|cdo c| Cc|cu|o De los Bernoulli a los Bourbaki. Una historia del arte y la
ciencia del clculo (`001), Las Funciones. Un paseo por su historia (`00/), o c| acs
|cc|cutc El Entraable Encanto de las Matemticas (`011), uc uos sc|.||cu dc
sustcuto c|c c| cu|so co|to uc |||udc|caos cu cstc a|sao `lll Cl/L\
lcaos dccdo c|c c| uc| |c |c|c|cuc|c c uuc tc|cc uc cous|dc|caos ||ao|
d|c| crear en la poblacin una asociacin mental favorable hacia la matemtica,
|cstcu|c| |c |acqcu soc|c| (s| cccso |c |u|o c|quuc .cz) so||c uc cs q c|c uc
s||.c c| couoc|a|cuto actcact|co L| tcac dc La Popularizacin de la Matemtica
|uc c| csuuto dc uuo dc |os cstud|os lC\l cd|tcdo o| lo.sou, / C q Kc|cuc,
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tcact|ccs q Coautcc|ou cu coo|d|ucc|ou cou |c Lu|.c|s|dcd dc |c lc|cuc q c|
\|u|stc||o dc Lduccc|ou sc |||udo c| cu|so Nmeros y Figuras en la Historia
c|c c| |oq|cac Universidad para Todos dc |c Tc|c.|s|ou Lducct|.c cu c| uc
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Referencias y bibliografa
Cc||uqc|, R (199u) Vita Mathematica: Historical research and integration with teaching. \//
\cs||uqtou DC
Cc|.c||o, 0 (199/) Aristteles em Nova Perspectiva. Introduo Teoria dos Quatro Discursos.
To|oo|s R|o dc {cuc||o
Laac|, \, \cuc|cs|, \ (`003) Mathematics, Art, Technology and Cinema S||uqc| \c||cq
Bc|||u
lcu.c|, {, \ccucu, { (`000) History in Mathematics Education. The ICMI Study K|u.c| /ccdca|c
Pu|||s|c|s, Do|d|cc|t
lu||uq|ctt|, l (`00/) Tccc|c| cducct|ou t||ouq| t|c ||sto|q o| act|cact|cs Educational Studies
in Mathematics, 66, 131113
C|cttcuCu|uucss, l (`009) Routes of learning. Highways, pathways and byways in the history
of mathematics Bc|t|ao|c \D {o|u lo||us Lu|. P|css
Cuzacu, \. (199.) lacctos dc |c actcact|cc so||c |c cu|tu|c Lu La ciencia en el siglo
XXI C|c|o dc cou|c|cuc|cs dc |c Rcc| /ccdca|c dc C|cuc|cs Lxcctcs, l|s|ccs q `ctu|c|cs
luudcc|ou Rcaou /|cccs
Cuzacu, \ (199/) Dc| |cuqucc cot|d|cuo c| |cuqucc actcact|co Revista THALES 3o, 193u
Cuzacu, \ (`00/) Luscucuzc dc |cs C|cuc|cs q |c \ctcact|cc Revista Iberoamericana de
Educacin. 13, 19.o
lo.sou, /, Kc|cuc, { (1990) The Popularization of Mathematics Cca|||dqc Lu|. P|css Cca
|||dqc (lC\l Studq Sc||cs) i
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cducct|ou. Educational Studies in Math
Kctz, \ (`000) Using history to teach mathematics: An international perspective. \// \cs||uqtou
DC
`c.sou, C (19u1) Mathematical discourses. The heart of mathematical science. P|cut|cc lc||
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valeur de la science Pc||s l|caac||ou
Ru|z, / (199/) Las posibilidades de la historia en la educacin matemtica. Una visin losca
Bo|ct|u lu|o|act|.o Cl/L\ . (`)
Ru|z, / (199o) Constructivismo emprico y losofa de las matemticas. Comentario sobre ideas
de Kitcher y Ernest Bo|ct|u lu|o|act|.o Cl/L\ u(1)
Scuc|cz, C (1991) Lsos q /|usos dc |c l|sto||c dc |c \ctcact|cc cu c| P|occso dc /|cud|zcc,
cu `o||c, S Procc. Meeting of the HPM group. B|uacucu, B|cs||
Scuc|cz, C, \c|dcs, C (199/) l|ust|cc|oucs dc| uso dc |c ||sto||c dc |c actcact|cc cu uuc
cuscucuzc ccut|cdc cu |cso|uc|ou dc |o||cacs Revista Iberoamericana de Educacin Ma-
temtica. 9 (3), ou9u
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Revista Ciencias Matemticas 1/(`), 13/11o
Scuc|cz, C, \c|dcs, C (`000) P|oos|c|oucs c|c uu cstud|o d|uca|co dc |c acd|dc, cu {o|u /
lossc Facetas do Diamante. Ensaios sobre Eduacao Matemtica e Historia da Matem-
tica. Ld|to|c dc SBl\/T R|o C|c|o
Scuc|cz, C, \c|dcs, C (`001) De los Bernoulli a los Bourbaki. Una historia del arte y la ciencia
del clculo Ld `|.o|c \cd||d
Scuc|cz, C, \c|dcs, C (`00/) Las Funciones. Un paseo por su historia Ld `|.o|c \cd||d
Scuc|cz, C, Ro|dcu, R (`009) Nmeros y Figuras en la Historia. P||ac|c q Scquudc Pc|tcs Ld
Po||t|cc lc lc|cuc
Scuc|cz, C, \c|dcs, C (`010) El Entraable Encanto de las Matemticas Ld lc||x \c|c|c lc
lc|cuc
Sc.ctc|, l (`000) El valor de educar Duodcc|ac cd|c|ou Ld /||c| Bc|cc|ouc
Scucc|c|, \ (199o) T|c cout|uu|uq s||cucc o| Bou||c|| /u |utc|.|c. .|t| P|c||c Cc|t|c| {uuc
1o, 199/ Math. Intelligencer. `0 (1), ```o
\c|dcs, C, Scuc|cz, C (`011) Introduccin al Anlisis Matemtico Ld lc||x \c|c|c lc lc|cuc
Zc|||c|qc|, D (1993) Theorems for a price. Tomorrows semi-rigorous mathematical culture To
acdo dc| s|t|o |tt//...act||utqc|scdu/Zc|||c|q c| 13 dc ac|zo dc `011
Zc|||c|qc|, D (`00/) An enquiry concerning human (and computer) mathematical understanding
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