<?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>S2448-80892018000200140</article-id>
<article-id pub-id-type="doi">10.24844/em3002.06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudio de interacciones en clase de matemáticas: un caso con futuros profesores de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[A Study of Interactions in the Mathematics Classroom: A Case with Pre-service Mathematics Teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pagés]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olave]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lezama]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Consejo de Formación en Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Consejo de Formación en Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada (CICATA) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>30</volume>
<numero>2</numero>
<fpage>140</fpage>
<lpage>170</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892018000200140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892018000200140&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892018000200140&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se presenta el reporte parcial de una investigación en el campo de la Formación del Profesor de Matemáticas donde participaron estudiantes de profesorado de matemáticas de Uruguay. El objetivo fue determinar qué patrones de interacción predominaban en las clases de los futuros profesores participantes, entre los patrones descritos por la Aproximación Interaccionista en Educación Matemática. Para ello se observaron y video grabaron clases de tres estudiantes de profesorado de matemáticas, en el último año de la práctica docente durante su formación, atendiendo a las interacciones sociales que llevan con sus alumnos. En este artículo analizamos episodios de clases de dos de los tres futuros profesores, que fueron seleccionados atendiendo al patrón que configuraban en sus interacciones, y a la relación de dicho patrón con el conocimiento tratado y el momento de la clase en que se configuró. Hemos encontrado evidencia que nos permite concluir que la institucionalización de conceptos o propiedades en la clase puede conducir a la configuración de los patrones extractivo o de embudo. Proponemos herramientas para analizar estas cuestiones en la formación de profesores de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We present a partial research report in the field of Mathematics Teacher Education, in which three uruguayan mathematics preservice teachers participated. The study aimed to determine which interaction patterns prevailed in their classes, between those described by the Interactionist Approach in Mathematics Teacher Education. Three preservice mathematics teachers&#8217; classes were observed and videotaped. They were developed in the last year of their teaching practice. This article focuses on the analysis of some episodes from two of the three students involved in the study. These episodes were selected in attention to the interaction pattern they configured, as well as the knowledge to be treated and the moment of the class in which they were configured. We concluded that preservice teachers configured these patterns when they intended to evoke or institutionalize a mathematics statement. We propose the social interaction analysis as a tool to consider these issues in mathematics teacher education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[interacción social]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[significados]]></kwd>
<kwd lng="es"><![CDATA[patrones de interacción]]></kwd>
<kwd lng="es"><![CDATA[matemática educativa]]></kwd>
<kwd lng="en"><![CDATA[social interaction]]></kwd>
<kwd lng="en"><![CDATA[mathematics teacher education]]></kwd>
<kwd lng="en"><![CDATA[meanings]]></kwd>
<kwd lng="en"><![CDATA[interaction patterns]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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