Resumo

SOLAR BEZMALINOVIC, Horacio; GOIZUETA, Manuel  e  MONTANER, Sebastián Howard. Emergence of interaction patterns when fostering argumentation in the mathematics classroom. Educ. mat. [online]. 2022, vol.34, n.3, pp.132-162.  Epub 17-Mar-2023. ISSN 2448-8089.  https://doi.org/doi.org/10.24844/em3403.05.

The article draws on the assumption that interaction patterns emerge from and are associated with situations that participants are able to recognize. As part of an exploratory case study, we analyze interaction patterns that emerge in two mathematics secondary classrooms characterized by the teachers’ support of students’ argumentation. Results account for relationships between teachers’ support of argumentation and focus interaction patterns, where the teacher avoids assessment of students’ statements. We discuss the relevance of argumentation and teacher’s actions to support it as elements to foster educatively significant interactions in the mathematics classroom.

Palavras-chave : interaction in the mathematics classroom; interaction patterns; triadic dialog; teacher’s support of argumentation; mathematics classroom argumentation.