Menudeando o porcionando: del pedacito de queso a la comprensión de fracciones.

The aim of this research article was to problematize the interpretations of fractions in the mathematics classroom, based on the cheese partitioning processes used by shopkeepers in the city of Barranquilla, Atlántico, Colombia. A qualitative approach was followed, which included an ethnographic phase with semi-structured interviews conducted with various merchants, as well as an educational phase that employed a parallel and comparative approach to structure lesson plans on fractions. The theoretical framework included references from the Ethnomathematics Program and various representations of fractions. It was found that students understood some representations of fractions as part-whole, measure, and operator. [ABSTRACT FROM AUTHOR]