Resumo

CASTANEDA ALONSO, Apolo; ROSAS MENDOZA, Alejandro  e  MOLINA ZAVALETA, Juan Gabriel. The institutionalization of knowledge of Mathematics class: A study about the classroom discourse. Perfiles educativos [online]. 2012, vol.34, n.135, pp.26-40. ISSN 0185-2698.

Starting from the oral registration of a high school Mathematics class in real working conditions, the authors present the analysis of diferent discursive forms that are used during the institutionalizing process of knowledge, and particularly by describing the functions and effects of the teachers intervention for the formulation of generalizations, summaries and recaps of the diverse activities carried out within the classroom. This study made possible to identify patterns in the teachers verbal forms that have an incidence in the classroom history, either to keep the continuity of the discourse, to coordinate the institutionalization or to emphasize some concepts or ideas. The authors also come to the conclusion that the institutionalization is a continuous and cyclical classroom working process and that therefore it does not necessarily occur at the final stage.

Palavras-chave : Discourse analysis; Teaching of Mathematics; Classroom; Secondary education; Teachers' activities.