Resumo

PERRY, Patricia; CAMARGO, Leonor; MOLINA, Óscar  e  SAMPER, Carmen. Students voices in geometry classroom and its potential in the development of classroom discourse. Educ. mat. [online]. 2021, vol.33, n.2, pp.87-114.  Epub 06-Dez-2021. ISSN 2448-8089.  https://doi.org/10.24844/em3302.04.

We present, using features of mathematical discourse, an analysis of eighth grade, Middle School, students’ verbal expressions, found in the commu-nicative interaction that took place during a geometry class about similar triangles. We adopt a research strategy “based on usual practices”, with the objective of contrasting the hypothesis we had: students’ verbal utterances in a mathematics class are not usually useful for the development of the respective discourse, due to intrinsic features of those interventions. Our hypothesis does not hold because we found student voices that have considerable potential to boost mathematical discourse. However, these are not always taken advantage of by the teacher, perhaps due to a classroom management that prioritizes achieving student intervention at the cost of exercising the role of discourse leader.

Palavras-chave : student mathematical voice; mathematical discourse; communicational approach.