RESUMEN • El objetivo de este artículo es doble: 1) documentar el diseño de una secuencia didáctica innovadora que relaciona problemas sobre el concepto de función a trozos con preguntas que involucran dilemas sobre valores morales, y 2) analizar cómo estudiantes de Enseñanza Media (17-18 años de edad), al responder a los dilemas, relacionan el concepto de función a trozos con valores morales específicos. La metodología para elaborar la secuencia se basó en un enfoque socioformativo del aprendiz. El análisis se llevó a cabo a partir del discurso escrito y hablado de los estudiantes en clase. Los resultados indican que, al responder los dilemas, los estudiantes manipulan el concepto de función a trozos tanto en términos de su significación matemática como de su valoración moral. Se concluye que la propuesta puede ayudar a organizar una enseñanza más integral para el estudiante de Matemáticas. PALABRAS CLAVE: Enseñanza de las Matemáticas; Innovación didáctica; Valor moral; Concepto de función a trozos; Dilemas morales. ABSTRACT • The aim of this article is twofold: 1) to document the design of an innovative teaching sequence that links problems related to the concept of piecewise function with questions involving moral dilemmas; 2) to analyze how middle school students (17-18 years old) establish a relationship between the mathematical concept and specific moral values when responding to the dilemmas. The methodology used was drawn on considerations of a socio-formal approach to the learner. The analysis was made on the basis of students' written and spoken discourse during the classroom. Results indicate that, in responding to dilemmas, students manage to manipulate the concept of piecewise function not only in terms of its mathematical meaning, but also of its moral value. We conclude that the didactic sequence may help to organize a more comprehensive teaching for mathematics students.
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