La contextualización del Análisis Matemático en la Matemática escolar.

This paper presents the theoretical and methodological conceptions of designing teaching tasks to promote the contextualization of lessons in Mathematical Analysis in educational Mathematics. It is aimed at conceiving teaching tasks, by adopting a pedagogical professional approach, to promote this contextualization. Theoretical (historical-logical, analytic-synthetic, and inductive-deductive) methods of research were used. Students, graduates, and experienced professors were interviewed in order to collect data on professors' performance in promoting the contextualization of lessons in Mathematical Analysis in educational Mathematics. Additionally, such documents as syllabuses, regulations, scientific papers, doctoral and master's theses were analyzed. This paper contributes to the contextualization of lessons in Mathematical Analysis in educational Mathematics through the pedagogical professional approach. [ABSTRACT FROM AUTHOR]