The Use of Mathematical Knowledge within Communities of Engineers. From Object to Mathematical Functionality

Abstract In this article, we discuss the lack of reference frames to address the mathematical functional justification demanded by other knowledge domains such as engineering. School mathematics is problematized, considering its dual function as a tool and study object, from the Social Construction of Mathematics. In this sense, with the Socioepistemological Theory of Educational Mathematics, we study the use of mathematical knowledge that emerges from the engineering communities, to form dialogue elements between mathematics and the daily engineering tasks. For this purpose, we offer three examples that question the school mathematical knowledge in school settings and in the professional engineering practices, in which mathematical uses are valued: symbiosis between prediction and simulation; Modeling of accumulation and agronomic mathematical performance.