This article presents a classroom experience with the perspective of problem situations, based on which a particular organization of the math classroom has been implemented in order to contribute to the improvement of the relations between teachers, students, and mathematical knowledge. This experience appears as an alternative for teachers to transform their behavior inside the classroom, and for the students to develop autonomy for the construction of mathematic relations; it also allows mathematical knowledge to be rearranged by means of different representations, which make the students’ conceptual and applied learning more meaningful. How to reference this article: Munera Cordoba, John Jairo, “Una estrategia didactica para las matematicas escolares desde el enfoque de situaciones problema”, Revista Educacion y Pedagogia, Medellin, Universidad de Antioquia, Facultad de Educacion, vol. 23, num. 59, enero-abril, 2011, pp. 179-193. Received: October 2009 Accepted: Febrary 2010