Transforming Mathematics tasks: An important mathematics teacher's rol

The objective of this article is to present the work of a teacher in the design of a mathematical task to include engage, exploration, explanation, elaboration, and evaluation stages (model 5e). The mathematical task consists of a didactic sequence for learning the subject of combinatorics with application to a problem of scalar magnitude. Teacher interventions to promote students (15-17 years old) from the Center for Scientific and Technological Studies 11 (CECyT 11), of the National Polytechnic Institute (IPN) in Mexico City, highlighting the stages of the 5e model. In this process, the teacher transforms the mathematical task, according to the way in which he conceives the learning of mathematics. The students perceived the task as unusual but felt comfortable with the lessons learned.