Análisis del funcionamiento de una clase de matemáticas no significativa

the purpose of this paper is to show how a didactic analysis carried out using the model proposed by the onto-semiotic focus of knowledge and mathematical instruction allows us to provide a detailed description of the structure and functioning of a non-significant behavioral type mathematics class, as well as its implications on the understanding of the student. said model is designed to describe (what has occurred here?), to explain (why has it occurred?) and to assess (what could be improved?) mathematics instruction processes in the classroom. the main result expected from the application of the model is the obtaining of an assessment based on the didactic suitability of said processes.