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In this article we discuss, at different levels and through several examples, one role that the notion of social practice can play in the construction of mathematical knowledge and its articulation with processes of representation. Particularly, we study some activities such as measuring, predicting, modeling and agreeing as scenarios of social construction of mathematical knowledge. [ABSTRACT FROM AUTHOR]

We present a socioepistemology --or epistemology of practices- about the periodicity of the functions whose main aspect is the relation prediction- periodicity in the significant recognition of this property. We present also a situation whose design is supported in the socioepistemology and that shows how this relation starts up, intentionally, in interactive didactic contexts achieving a situational meaning reconstruction regarding the periodic aspect of the functions. In the theoretical vision that we use to undertake this study, the mathematical knowledge it is problematized and, is recognized that to speak about a mathematical knowledge, this cannot be considered like a finished and not questionable object, but as a complex of practices, of social nature, that provide it with sense and meaning. [ABSTRACT FROM AUTHOR]

In this paper is presented a theoretical articulation of the notion of "mathematical convention" as knowledge generation process in the framework of the socioepistemologic approximation in Mathematics Education. To achieve this, is done a brief description of the basic notions of the socioepistemologic approximation and are presented the basic evidences that allow to interpret the "mathematical convention" as a generator of knowledge in this framework. Later we are sketched some examples that give evidences of the operation of this notion as constituent process in the construction of the mathematical knowledge. [ABSTRACT FROM AUTHOR]