Resumo

FORERO-SAENZ, AMPARO. Interaction and Discourse in the Mathematics Classroom. Univ. Psychol. [online]. 2008, vol.7, n.3, pp.787-806. ISSN 1657-9267.

This article presents developments in research concerning communication in the mathematics classroom. Specifically, it describes the discourse that arises in the classroom when the act of teaching-learning a particular concept of mathematics takes place guided by an "Expert educator". From a case study, with ethnographic methodologies and analysis of the discourse, it tries to offer an analysis tool that enables teachers and psychologists to find the answers to questions such as: which discursive functions and strategies are privileged in the learning process; how do the actions of the participants are organized in the didactic sequences; and how do processes of attribution and modification of meaning appearin their discourse.

Palavras-chave : Interaction in the Classroom; Language and Cognition; Analysis of the Discourse; Matehematics Teaching-learning; Discourse in the Classroom; Mathematics Education; Mental Processes; Discourse Analysis.

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