<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892021000200087</article-id>
<article-id pub-id-type="doi">10.24844/em3302.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Voces de estudiantes en clase de geometría y su potencial para desarrollar el discurso en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Students voices in geometry classroom and its potential in the development of classroom discourse]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[Leonor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[Óscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Samper]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional CIUP ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional Facultad de Ciencia y Tecnología Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica Nacional Facultad de Ciencia y Tecnología Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Pedagógica Nacional Facultad de Ciencia y Tecnología Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>87</fpage>
<lpage>114</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892021000200087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892021000200087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892021000200087&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Presentamos el análisis de expresiones verbales de estudiantes de Educación Básica secundaria, en interacción comunicativa en una clase de geometría sobre semejanza de triángulos, usando rasgos propios del discurso matemático. Adoptamos una estrategia investigativa &#8220;basada en prácticas usuales&#8221;, con el objetivo de contrastar la hipótesis que teníamos, según la cual las verbalizaciones de los estudiantes en el aula de matemáticas suelen no ser útiles para el desarrollo del respectivo discurso, debido a rasgos intrínsecos de esas intervenciones. La hipótesis no se sostiene pues encontramos voces de estudiantes que tienen un potencial considerable para impulsar el discurso. Sin embargo, no siempre son aprovechadas por el profesor, quizá debido a una gestión que tiene como prioridad lograr la intervención de los estudiantes a costa de ejercer su papel de líder del discurso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We present, using features of mathematical discourse, an analysis of eighth grade, Middle School, students&#8217; verbal expressions, found in the commu-nicative interaction that took place during a geometry class about similar triangles. We adopt a research strategy &#8220;based on usual practices&#8221;, with the objective of contrasting the hypothesis we had: students&#8217; 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[voz matemática del estudiante]]></kwd>
<kwd lng="es"><![CDATA[discurso matemático]]></kwd>
<kwd lng="es"><![CDATA[enfoque comunicacional]]></kwd>
<kwd lng="en"><![CDATA[student mathematical voice]]></kwd>
<kwd lng="en"><![CDATA[mathematical discourse]]></kwd>
<kwd lng="en"><![CDATA[communicational approach]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Estrategias cualitativas de investigación en Educación Matemática]]></source>
<year></year>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Xu]]></surname>
<given-names><![CDATA[L.H.]]></given-names>
</name>
<name>
<surname><![CDATA[Wan]]></surname>
<given-names><![CDATA[M. E. V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Spoken mathematics as an instructional strategy: The public discourse of mathematics classrooms in different countries]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Kaur]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Anthony]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Ohtani]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Student voice in mathematics classroom around the world]]></source>
<year>2013</year>
<page-range>13-32</page-range><publisher-name><![CDATA[Sense Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duval]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Vega]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Semiosis y pensamiento humano. Registros semióticos y aprendizajes intelectuales]]></source>
<year>2017</year>
<edition>2a</edition>
<publisher-name><![CDATA[Universidad del Valle]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Esmonde]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Langer-Osuna]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Power in numbers: Student participation in mathematical discussions in heterogeneous spaces]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2013</year>
<volume>44</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>288-315</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Forero-Sáenz]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interacción y discurso en la clase de matemáticas]]></article-title>
<source><![CDATA[Universitas Psychologica]]></source>
<year>2008</year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>787-805</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gates]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Vistro-Yu]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is mathematics for all?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Bishop]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[C]]></surname>
<given-names><![CDATA[M.A.]]></given-names>
</name>
<name>
<surname><![CDATA[Keitel]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Kilpatrick]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Leung]]></surname>
<given-names><![CDATA[F. K. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Second international handbook of mathematics education]]></source>
<year>2003</year>
<page-range>31-73</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gregg]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The tensions and contradictions of the school mathematics tradition]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>1995</year>
<volume>26</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>442-66</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ingram]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrew]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Pitt]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[When students offer explanations without the teacher explicitly asking them to]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2019</year>
<volume>101</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>51-66</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Suárez]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Galindo]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La comunicación: eje en la clase de matemáticas]]></article-title>
<source><![CDATA[Praxis &amp; Saber]]></source>
<year>2010</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>173-202</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jung]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Shütte]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An interactionist perspective on mathematics learning: Conditions of learning opportunities in mixed-ability groups within linguistic negotiation processes]]></article-title>
<source><![CDATA[ZDM, Mathematics Education]]></source>
<year>2018</year>
<volume>50</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1089-99</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kaur]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Participation of students in content-learning classroom discourse: A study of two grade 8 mathematics classes in Singapore]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Kaur]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Anthony]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Ohtani]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Student voice in mathematics classrooms around the world]]></source>
<year>2013</year>
<page-range>65-88</page-range><publisher-name><![CDATA[Sense Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lavie]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Steiner]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Routines we live by: From ritual to exploration]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2019</year>
<volume>101</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>153-76</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<collab>Ministerio de Educación Nacional (MEN)</collab>
<source><![CDATA[Lineamientos curriculares de matemáticas]]></source>
<year>1998</year>
<publisher-name><![CDATA[Autor]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morgan]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigating changes in high-stakes mathematics examinations: A discursive approach]]></article-title>
<source><![CDATA[Research in Mathematics Education]]></source>
<year>2016</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>92-119</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<collab>National Council of Teachers of Mathematics (NCTM)</collab>
<source><![CDATA[Curriculum and evaluation standards for school mathematics]]></source>
<year>1989</year>
<publisher-name><![CDATA[Autor]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Radford]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Barwell]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Language in mathematics education research]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Leder]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Boero]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[The second handbook of research on the psychology of mathematics education. The journey continues]]></source>
<year>2016</year>
<page-range>275-314</page-range><publisher-name><![CDATA[Sense Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Selden]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Selden]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Unpacking the logic of mathematical statements]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>1995</year>
<volume>29</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>123-51</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint]]></article-title>
<source><![CDATA[The Journal of the Learning Sciences]]></source>
<year>2007</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>567-615</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprendizaje de las matemáticas escolares desde un enfoque comunicacional]]></source>
<year>2008</year>
<publisher-name><![CDATA[Universidad del Valle]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conducción del discurso por entre la metáfora y el rigor: el análisis focal para investigar el surgimiento de los objetos matemáticos]]></article-title>
<source><![CDATA[Aprendizaje de las matemáticas escolares desde un enfoque comunicacional]]></source>
<year>2008</year>
<page-range>71-110</page-range><publisher-name><![CDATA[Universidad del Valle]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La cognición como comunicación: reconsiderar el aprendizaje mediado por la conversación, a través del análisis multifacético de las interacciones matemáticas de los estudiantes]]></article-title>
<source><![CDATA[Aprendizaje de las matemáticas escolares desde un enfoque comunicacional]]></source>
<year>2008</year>
<page-range>111-61</page-range><publisher-name><![CDATA[Universidad del Valle]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Thinking as communicating. Human development, the growth of discourses, and mathematizing]]></source>
<year>2008</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprender matemáticas como la acción de desarrollar un discurso]]></article-title>
<source><![CDATA[Aprendizaje de las matemáticas escolares desde un enfoque comunicacional]]></source>
<year>2008</year>
<page-range>39-63</page-range><publisher-name><![CDATA[Universidad del Valle]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Pitici]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Why Mathematics? What Mathematics?]]></source>
<year>2014</year>
<page-range>130-42</page-range><publisher-name><![CDATA[The best writing on mathematics 2013]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why all this talk about talking classrooms?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Resnick]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Asterhan]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Socializing intelligence through academic talk and dialogue]]></source>
<year>2015</year>
<page-range>235-43</page-range><publisher-name><![CDATA[American Educational Research Association]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tang]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Morgan]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sfard]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigating the evolution of school mathematics through the lens of examinations: Developing an analytic framework]]></article-title>
<source><![CDATA[ICME-12 Preproceedings. The 12 th International Congress on Mathematical Education. Topic Study Group]]></source>
<year>2012</year>
<page-range>5977-86</page-range><publisher-loc><![CDATA[Korea ]]></publisher-loc>
<publisher-name><![CDATA[Coex-Seoul]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villalta]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis de la conversación. Una propuesta para el estudio de la interacción didáctica en sala de clase]]></article-title>
<source><![CDATA[Estudios Pedagógicos]]></source>
<year>2009</year>
<volume>xxxv</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>221-38</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Discourse perspective of geometric thoughts]]></source>
<year>2016</year>
<publisher-name><![CDATA[Springer Spektrum]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
