| Summary: | The teaching and learning of mathematics can be understood through previous research experiences in diverse contexts and applied research experiences through rigorous research processes and their corresponding methodology. The research works at the Master’s level are presented based on a systematic synthesis of theoretical and methodological references and analysis of results. Their contribution to the configuration of a book is based on the understanding of the pedagogical work of the teacher in the teaching of mathematics in a multigrade school. The first research aims to identify the work of the teacher in the teaching of mathematics in the multigrade school at the Domingo Sabio Rural School in the municipality of Villapinzón Cundinamarca. In the course of its development, different thematic modules contemplated in this document emerged. The study focuses on answering how educational practices are carried out in rural scenarios and the different actions implemented by teachers when teaching mathematics, such as strategies, time organization, materials implemented, the evaluation process and possible interdisciplinarities. In the second research was carried out through the contextualization of different situations, creation of stories, modeling processes and problem solving, implemented in the personal and social growth that can be used later and that allow students to generate their own hypotheses, build concepts and create their autonomous learning in relation to the different mathematical thoughts. From the central theme of the research, some conceptions of the story, the didactic tool, the re-construction of concepts and problem solving of the fifth grade of the Instituto Técnico Empresarial de Yopal Casanare are taken up. The third study was carried out with the participation of unitary school teachers, using the unstructured interview as the main instrument for data collection, which allowed us to know in detail their performanceand teaching work from their experiences, narratives and reflections of their practices, and thus identify their way of teaching mathematics in a rural unitary classroom, identifying the methodologies, programs and teaching strategies they use for the development of their classes with their students.
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