[en] The use of cinema as didactical resource in the Mathematics classroom has interested several authors and teachers during the last years, mainly because of its power to motivate students. On this point, suggestive compilations of scenes containing mathematical references, detailed analysis of movies closely related to Mathematics and even didactical materials to be used in the classroom have been developed. This article proposes a theoretical framework for designing classroom sequences based on the didactical situation which can arise from movies or fiction series scenes. In order to develop such a framework, we follow a didactical engineering process, taking into account some specific characteristics, as the one related to the didactical transposition, as it is required to consider the mathematic knowledge within the chosen scene, overall the way it appears. As well, a classroom experience is described, designed following the mentioned guidelines and implemented in the course of a collaborative project between two secondary education centers, where a significant motivation increase has been detected, due to using mathematical situations from the real world (or from fictional contexts but which can be easily assimilated by the students). There was also evidence about the fact that the designed didactical sequences allow to reduce the cognitive gap required to acquire certain mathematical concepts, because of the scenes provide additional information within an extra-mathematical context. Therefore, our proposal establishes some basic considerations in order to efficiently design didactical sequences using movie scenes as a resource, underlining its power to motivate as well as its facilitating ability when introducing new mathematical concepts to our students.

[es] Diversos autores y profesores se han interesado en los ?ltimos a?os por el uso del cine y las series de Tv como recurso did?ctico en Matem?ticas en educaci?n secundaria, debido principalmente a la motivaci?n que este medio produce en los alumnos. A este respecto, se han elaborado sugerentes recopilaciones de escenas con referencias matem?ticas, an?lisis detallados de pel?culas con fuerte relaci?n con las matem?ticas e, incluso, materiales did?cticos para ser empleados en clase. El presente art?culo propone un marco te?rico inicial para el dise?o de secuencias de aula basadas en las situaciones did?cticas que pueden generarse a partir de fragmentos de pel?culas o series. Para ello, se sigue un proceso de ingenier?a did?ctica en el que se tienen en cuenta ciertas peculiaridades, como la referente a la transposici?n did?ctica, ya que se hace necesario considerar cu?l es el conocimiento en juego dentro del fragmento y c?mo aparece. Asimismo, se presenta una experiencia de clase dise?ada seg?n este proceso en el seno de un proyecto de colaboraci?n entre dos centros de educaci?n secundaria, donde se ha comprobado un aumento en la motivaci?n de los alumnos, debido a trabajar con situaciones matem?ticas del mundo real (o ficticio pero asimilable por ellos). Tambi?n se han encontrado indicios de que las secuencias did?cticas as? dise?adas permiten disminuir el salto cognitivo necesario para adquirir ciertos conceptos, al proporcionar informaci?n adicional dentro de un contexto no matem?tico. Nuestra propuesta sienta por lo tanto una serie de fundamentos b?sicos y consideraciones para un dise?o eficiente de secuencias did?cticas haciendo uso de fragmentos de pel?culas como recurso did?ctico, subrayando tanto su finalidad motivadora como facilitadora de introducci?n de conceptos matem?ticos.