WHAT CAN ONE LEARN IN A MATHEMATICS CLASS?

Abstract

This text argues that a mathematics class should not be reduced to definitions, exercises, models of resolution already in place. We consider the mathematics class as a possible locus for the production of differential moments, moments of inspiration that allow both students and us (teachers) to think about the not-yet-thought-on. Thinking in other ways. Given this, and inspired by the thought of the philosopher Gilles Deleuze we aim in this text to discuss the questions: what would be the movements, the possible rhythms of a mathematics class? How could a class act as a trigger for the exercise of thought that breaks with the image of representational thought that founds and structures both the disciplinary curricula and the disciplines themselves? In this sense, the text is divided into two parts. In the first, we approach aspects related to the teaching of mathematics and, in a second moment, we present two scenes with the sole purpose of provoking our teaching function. Finally, we understand that Deleuze's contributions, in addition to developments proposed by other authors, provoked by the deviations caused by a lesser and militant education can open powerful spaces to make thinking work in other ways, opening possibilities for new encounters in a mathematics class.