Escritura cooperativa de problemas matemáticos a través de la tutoría entre iguales

The objective of this work is to present a proposal for cooperative writing of mathematical problems through peer tutoring, from the perspective of the integrated language and content treatment (ILCT), in relation to the Reasoning in Pairs Program. In addition, it seeks to disseminate the results of an exploratory study carried out to identify learning, strengths and weaknesses of the designed proposal. The intervention was carried out with a sample of 32 students from the 5th grade of primary school in an educational center that implemented the Reasoning in Pairs program during the 21-22 academic year. The results obtained show that the students have knowledge of the structure and elements that make up a problem mathematician using statements with an everyday context for them, however, they present difficulties when formulating questions. It is concluded that peer tutoring and the writing process can be tools that favor the development and writing of mathematical problems, if they are used systematically, achieving their internalization progressively.