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Este trabajo describe brevemente una dimension de la actividad matematica, el cuestionamiento tecnologico-teorico de las tecnicas matematicas, que, a pesar de jugar un papel importante en la construccion del conocimiento matematico, esta relativamente ausente en la matematica escolar. Esta dimension contiene las cuestiones matematicas que aparecen cuando se toman las propias tecnicas como objeto de estudio. Lo utilizamos para evaluar la economia, fiabilidad y dominio de validez de algunas tecnicas matematicas escolares, lo que nos permite comparar su eficacia y flexibilizar su uso, centrandonos principalmente en el caso de dos algoritmos de la multiplicacion. Proponemos el estudio de esta dimension de la actividad matematica tanto en la matematica escolar como en el ambito de la formacion del profesorado. [ABSTRACT] This papers briefly presents a dimension of mathematical activity, the technologicaltheoretical questioning of mathematical techniques, which plays an important role in the construction of mathematical knowledge, even if it is relatively absent from school mathematics. This dimension includes the mathematical questions that appear when techniques are taken as an object of study. We use it to evaluate the economy, reliability and validity domain of some mathematical techniques, especially two multiplication algorithms, in order to compare their efficiency and to make its use more flexible. We propose the study of this dimension of mathematical activity both in school mathematics and teachers’ training.

El cuestionamiento tecnológico-teórico en la actividad matemática: el caso del algoritmo de la multiplicación