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 shown through agreements between two secondary students with their teacher and their peers in solving a task of divisibility of natural numbers. We conclude justifying how the consent with the other can be linked from our interpretative model to the social and affective dimension of understanding in mathematics.
Keywords:
Affect in Mathematics; Discursive Approach; Divisibility of Natural Numbers; Mathematics Education; School Arithmetics
