La tortilla tradicional: un contexto de significación para la matemática de la variación

The community activities are relevant in the framework of the educational subsystems such as the Telebachillerato from Chiapas. In this paper, the aim is to consider this cultural knowledge and to recognize its epistemological role to give elements in the design of some classroom activities. As a result, the making of the tortilla is shown as a context of significance for the mathematics of change and variation. This required articulating the epistemological elements of change and variation, supporting them through the development of variational practices and favoring the recognition of a variational reference system. The articulation of these elements with community activity is evidenced as a context of significance for the didactic intervention in the mathematics classroom.