This is how I do it! Proportionality and Invention in a Mathematics Class

Abstract

This article presents itself as a writing essay in a mathematics classroom by means of fabulations. The fabulations and questions that take shape here were produced in a doctoral research. A fabulation as a way of writing that provokes thought and learning as an affirmation of life. The notion of fable, treated in this text, is thought together with Deleuze and constitutes a movement of problematization and resistance in Mathematics education. A displacement in the playback mode of a model that arises as a path that leads to the correct result and adequate thought, brings the invention of a way of operating that troubles a thought and breaks a way already regulated. Faced with this, a problematization aligned with this fiction-curriculum-school-history-classroom-of-mathematics: at the service of what kind of life is knowledge placed?

Keywords:
“Fabulação”; Theorem of Tales; Classroom