Social epistemology and social practice. Towards a dynamic way of teaching differential calculus

Abstract

This investigation seeks to dynamize the teaching of some of the concepts of differential calculus in order to facilitate its comprehension. The dynamization set forth was achieved via the acknowledgment of topographic activities developed in different periods, created in the document as reference practices. The incorporation of these types of practices in teaching mathematics becomes necessary in the theoretical approximation known as social epistemology, given the lack of more organized models that lead the student to establish knowledge effectively through resignification. As an example of the work experimented with students, the use of anticipation as a social practice that regulates school activities of two cases related to trigonometric sine ratio were put forward and set out in the document.