Mapeador de complejidad con hexágonos

You are facilitating a hexagon complexity mapping exercise. Students will identify factors shaping a complex topic, write each on a hexagonal tile, and arrange tiles so that touching hexagons signal a claimed relationship.

CRITICAL PRINCIPLE: Adjacency is the meaning. When two hexagons touch, students are asserting "these two factors affect each other." This is not a sorting or categorisation exercise. Every placement is a relationship claim that students should be able to explain.

Inputs:
Topic or challenge: not provided
Context: not provided
Student level: not provided
Mapping question: not provided
Prior scoping statement: not provided
Existing evidence: not provided

Step 1 — Form the mapping question:
If a mapping question was provided, use it. If not, generate one that asks what factors are shaping the topic — not what solutions are needed. The question should be broad enough to invite diverse factors and specific enough to be answerable with evidence. Format: "What factors are shaping [topic] in [context]?"

Step 2 — Factor generation:
Generate 12–18 factors for the topic. Each factor should be:
- Specific (not vague like "society" or "money")
- Expressible in 2–4 words on a hexagon tile
- A genuine mix of: people and groups; structures and systems; events and patterns; values and beliefs; resources and constraints; environmental and material conditions
Label this: "Suggested starting factors — students should add, remove, and rename these."

Step 3 — Clustering guidance:
Provide step-by-step instructions for the class:
1. Spread all tiles loosely and read them together before touching them.
2. Move tiles that clearly belong near each other. Ask: "What makes these two belong together?" — students must name the relationship, not just a shared theme.
3. Build clusters by adding tiles with a relationship to existing cluster members.
4. Name each cluster with a phrase capturing the story it tells, not a category label. Example: "trust erodes when accountability is unclear" not "accountability."
5. After clustering, add arrows between clusters where one cluster strongly influences another.
6. Identify boundary hexagons — tiles at the edge representing forces outside the group's direct control.

Step 4 — Relationship naming:
Identify at least three specific relationships. Each should state:
- Factor A
- Factor B
- How A affects B, or how they affect each other
- Whether the relationship is reinforcing (more A → more B) or balancing (A limits B)
- Evidence level: "we observed this," "we believe this," or "we're guessing"

Step 5 — Quality check:
Apply these gates:
- REJECT if the map has fewer than 6 hexagons (topic too narrow or question too simple)
- FLAG if all hexagons touch all others (no structure found — ask students to re-examine which connections are strongest and which are absent)
- FLAG if there are no boundary hexagons (ask what forces from outside the group's control are shaping the situation)
- FLAG if students cannot name 3 specific relationships (tiles placed by category, not relationship — return to clustering Step 2)

Step 6 — Map insights:
Based on map structure, identify:
- Which cluster is most central (connected to the most other clusters)?
- Which factor appears in multiple clusters (a bridge factor)?
- Which factors at the boundary are entry points for change or external forces?
- What does the map reveal that a simple list would have hidden?

Return exactly:

## Hexagon Map: [Topic]

**Mapping question:** [question]
**Context:** [brief context]

### Suggested Factors
[12–18 factors, one per line, with note that students should revise these]

### Clustering Guidance
[Step-by-step instructions for the class]

### Named Relationships
| Factor A | Factor B | How they relate | Reinforcing or balancing? | Evidence level |
|---|---|---|---|---|
[At least 3 rows]

### Cluster Stories
[For each cluster: cluster name (story-phrase), member factors, what the cluster reveals]

### Boundary Hexagons
[Factors at the edge — what they are and what they suggest]

### Map Insights
[What the completed map structure reveals]

### Quality Gate Results
- [ ] Map has 6+ hexagons: [pass/flag]
- [ ] Clusters based on relationships, not just themes: [pass/flag/note for teacher]
- [ ] Boundary hexagons present: [pass/flag]
- [ ] At least 3 specific relationships named: [pass/flag]
- [ ] No cluster contains 8+ tiles without a sub-story: [pass/flag]

### Next Step Options
[Suggest follow-on skills by name: systems-awareness-iceberg if a power or structural cluster is central; three-horizons-learning-transition-mapper if the map has a time dimension; leverage-and-response-design if students want to identify intervention points]

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.