<?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>S2448-80892022000300132</article-id>
<article-id pub-id-type="doi">doi.org/10.24844/em3403.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Emergencia de patrones de interacción al promover la argumentación en el aula de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Emergence of interaction patterns when fostering argumentation in the mathematics classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solar Bezmalinovic]]></surname>
<given-names><![CDATA[Horacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goizueta]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montaner]]></surname>
<given-names><![CDATA[Sebastián Howard]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Facultad de Ciencias Instituto de Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Diego Portales Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>3</numero>
<fpage>132</fpage>
<lpage>162</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000300132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000300132&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000300132&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo parte del supuesto de que los patrones de interacción son emergentes y asociables con tipos de situaciones reconocibles por los participantes. En el marco de un estudio de casos exploratorio, analizamos los patrones de interacción emergentes en dos aulas de matemáticas de secundaria caracterizadas por el apoyo docente a la argumentación de los estudiantes. Los resultados dan cuenta de relaciones entre el apoyo docente a la argumentación y patrones de interacción de enfoque, en los que las profesoras se abstienen de evaluar las posiciones de sus estudiantes. Discutimos la relevancia de la argumentación y las acciones docentes para promoverla como elementos que propician interacciones educativamente significativas en el aula de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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&#8217; support of students&#8217; argumentation. Results account for relationships between teachers&#8217; support of argumentation and focus interaction patterns, where the teacher avoids assessment of students&#8217; statements. We discuss the relevance of argumentation and teacher&#8217;s actions to support it as elements to foster educatively significant interactions in the mathematics classroom.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[interacción en el aula de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[patrones de interacción]]></kwd>
<kwd lng="es"><![CDATA[diálogo triádico]]></kwd>
<kwd lng="es"><![CDATA[apoyo docente para la argumentación]]></kwd>
<kwd lng="es"><![CDATA[argumentación en el aula de matemáticas]]></kwd>
<kwd lng="en"><![CDATA[interaction in the mathematics classroom]]></kwd>
<kwd lng="en"><![CDATA[interaction patterns]]></kwd>
<kwd lng="en"><![CDATA[triadic dialog]]></kwd>
<kwd lng="en"><![CDATA[teacher&#8217;s support of argumentation]]></kwd>
<kwd lng="en"><![CDATA[mathematics classroom argumentation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alexander]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dialogic pedagogy at scale: Oblique perspectives]]></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>475-87</page-range><publisher-name><![CDATA[American Education Research Association]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ayalon]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Even]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Factors Shaping Students&#8217; Opportunities To Engage in Argumentative Activity]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2016</year>
<volume>14</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>575-601</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bauersfeld]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Hidden dimension of the so-called reality of mathematics classroom]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>1980</year>
<numero>11</numero>
<issue>11</issue>
<page-range>23-41</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bleicher]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Tobin]]></surname>
<given-names><![CDATA[K. G.]]></given-names>
</name>
<name>
<surname><![CDATA[McRobbie]]></surname>
<given-names><![CDATA[C. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Opportunities to talk science in a high school chemistry classroom]]></article-title>
<source><![CDATA[Research in Science Education]]></source>
<year>2003</year>
<numero>33</numero>
<issue>33</issue>
<page-range>319-39</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boero]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Douek]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferrari]]></surname>
<given-names><![CDATA[P. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing mastery of natural language: Approaches to theoretical aspects of mathematics]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[English]]></surname>
<given-names><![CDATA[L. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[International Hand-book of Research in Mathematics Education]]></source>
<year>2002</year>
<page-range>241-68</page-range><publisher-name><![CDATA[LEA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bruner]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[The culture of education]]></source>
<year>1996</year>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cazden]]></surname>
<given-names><![CDATA[C. B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Classroom discourse: The language of teaching and learning]]></source>
<year>2001</year>
<edition>2nd</edition>
<publisher-name><![CDATA[Heinemann]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chi]]></surname>
<given-names><![CDATA[M. T. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-explaining expository texts: The dual process of generating inferences and repairing mental models]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Glaser]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Advances in Instructional Psychology]]></source>
<year>2000</year>
<page-range>161-238</page-range><publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Conner]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Singletary]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[R. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Wagner]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Francisco]]></surname>
<given-names><![CDATA[R. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher support for collective argumentation: A framework for examining how teachers support students&#8217; engagement in mathematical activities]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2014</year>
<volume>86</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>401-29</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Longhi]]></surname>
<given-names><![CDATA[A.L.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferreyra]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Peme]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Bermudez]]></surname>
<given-names><![CDATA[G. M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Quse]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Martinez]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Campaner]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La interacción comunicativa en clases de ciencias naturales]]></article-title>
<source><![CDATA[Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias]]></source>
<year>2012</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>178-95</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferrer]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Fortuny]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Morera]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Efectos de la actuación docente en la generación de oportunidades de aprendizaje matemático]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2014</year>
<volume>32</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>385-405</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goizueta]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Epistemic issues in classroom mathematical activity: There is more to students&#8217; conversations than meets the teacher&#8217;s ear]]></article-title>
<source><![CDATA[The Journal of Mathematical Behavior]]></source>
<year>2019</year>
<numero>55</numero>
<issue>55</issue>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goizueta]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Solar]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relaciones entre la argumentación en el aula de matematicas y la mirada profesional del profesor]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Olfos]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Zakaryan]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Aportes a la práctica docente desde la didáctica de la matemática]]></source>
<year>2019</year>
<page-range>241-80</page-range><publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hanrahan]]></surname>
<given-names><![CDATA[M. U.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Highlighting hybridity: A critical discourse analysis of teacher talk in science classrooms]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2006</year>
<numero>90</numero>
<issue>90</issue>
<page-range>8-43</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Herbel-Eisenmann]]></surname>
<given-names><![CDATA[B. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Breyfogle]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Questioning Our Patterns of Questioning]]></article-title>
<source><![CDATA[Mathematics. Teaching in the Middle School]]></source>
<year>2005</year>
<volume>10</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>484-9</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Howard]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis de los intercambios en el aula de matemáticas: individualismo y colectivismo en interacción]]></article-title>
<source><![CDATA[Pensamiento Educativo]]></source>
<year>2002</year>
<numero>30</numero>
<issue>30</issue>
<page-range>235-53</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krummheuer]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The ethnography of argumentation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Cobb]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Bauersfeld]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[The emergence of mathematical meaning: Interaction in classroom cultures]]></source>
<year>1995</year>
<page-range>229-69</page-range><publisher-name><![CDATA[Lawrence Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krummheuer]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Argumentation and participation in the primary mathematics classroom: Two episodes and related theoretical abductions]]></article-title>
<source><![CDATA[The Journal of Mathematical Behavior]]></source>
<year>2007</year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>60-82</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krummheuer]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Representation of the notion &#8217;&#8216;learning-as-participation&#8217;&#8217; in everyday situations of mathematics classes]]></article-title>
<source><![CDATA[ZDM]]></source>
<year>2011</year>
<numero>43</numero>
<issue>43</issue>
<page-range>81-90</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language for learning mathematics: Assessment for learning in practice]]></source>
<year>2006</year>
<publisher-name><![CDATA[Open University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lemke]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Talking science: Language learning and values]]></source>
<year>1990</year>
<publisher-name><![CDATA[Ablex]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Levenson]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Tirosh]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Tsamir]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; perceived sociomathematical norms: The missing paradigm]]></article-title>
<source><![CDATA[The Journal of Mathematical Behavior]]></source>
<year>2009</year>
<volume>28</volume>
<numero>2-3)</numero>
<issue>2-3)</issue>
<page-range>171-87</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mariotti]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Goizueta]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Constructing and Validating the Solution to a Mathematical Problem: The Teacher&#8217;s Prompt]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Stylianides]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Harel]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Advances in mathematics education research on proof and proving]]></source>
<year>2018</year>
<page-range>85-97</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martinic]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Villalta]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Jornada escolar completa y organización del tiempo en la sala de clases de educación básica]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Manzi]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Abriendo las puertas del aula. Transformación de las prácticas docentes]]></source>
<year>2016</year>
<page-range>317-48</page-range><publisher-name><![CDATA[Ediciones UC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mehan]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Asking known information questions in classroom discourse]]></article-title>
<source><![CDATA[Theory into Practice]]></source>
<year>1979</year>
<numero>18</numero>
<issue>18</issue>
<page-range>285-94</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mercer]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Talk for teaching and learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Norman]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Thinking voices: The work of the National Oracy Projec]]></source>
<year>1992</year>
<page-range>215-23</page-range><publisher-name><![CDATA[Hodder &amp; Stoughton]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mercer]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Dawes]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The study of talk between teachers and students, from the 1970s until the 2010s]]></article-title>
<source><![CDATA[Oxford Review of Education]]></source>
<year>2014</year>
<numero>40</numero>
<issue>40</issue>
<page-range>430-45</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Monaghan]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Thinking aloud means talking allowed: group work in the primary school mathematics classroom]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Issues in Teaching Numeracy in Primary Schools]]></source>
<year>2010</year>
<page-range>58-71</page-range><publisher-name><![CDATA[The Open University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mortimer]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Scott]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Atividade discursiva nas salas de aula de ciências: uma ferramenta sociocultural para analisar e planejar o ensino]]></article-title>
<source><![CDATA[Investigações Em Ensino de Ciências]]></source>
<year>2002</year>
<volume>7</volume>
<numero>I</numero>
<issue>I</issue>
<page-range>283-306</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Newman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Griffin]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Cole]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[The construction zone: Workingfor cognitive change in school]]></source>
<year>1989</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Preiss]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Patrones instruccionales en Chile: La evidencia de la evaluación docente]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Manzi]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Sun]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[La evaluación docente en Chile]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Pontificia Universidad Católica de Chile ]]></publisher-loc>
<publisher-name><![CDATA[Centro de Medición MINEDUC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Preiss]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Calcagni]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Espinoza]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Grau]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Cómo se enseña el lenguaje y las matemáticas en las salas de primer y segundo ciclo básico en Chile? Principales hallazgos de una serie de estudios observacionales en clases de lenguaje y matemáticas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Manzi]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Abriendo las puertas del aula. Transformación de las prácticas docentes]]></source>
<year>2016</year>
<page-range>153-84</page-range><publisher-name><![CDATA[Ediciones UC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Preiss]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Larraín]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Valenzuela]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Discurso y pensamiento en el aula matemática chilena]]></article-title>
<source><![CDATA[Psykhe]]></source>
<year>2011</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>131-46</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Radovic]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Preiss]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Patrones de discurso observados en el aula de matemática de segundo ciclo básico en Chile]]></article-title>
<source><![CDATA[Psykhe]]></source>
<year>2010</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>65-79</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rees]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W.-M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interchangeable Positions in Interaction Sequences in Science Classrooms]]></article-title>
<source><![CDATA[Dialogic Pedagogy: An International Online Journal]]></source>
<year>2017</year>
<numero>5</numero>
<issue>5</issue>
<page-range>18-36</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rees]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W.-M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Discourse forms in a classroom transitioning to student- centred scientific inquiry through co-teaching]]></article-title>
<source><![CDATA[International Journal of Science Education]]></source>
<year>2019</year>
<volume>41</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>586-606</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<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>
<publisher-name><![CDATA[American Education Research Association]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W.-M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gardner]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8220;They&#8217;re gonna explain to us what makes a cube a cube?&#8221; Geometrical properties as contingent achievement of sequentially ordered child-centered mathematics lessons]]></article-title>
<source><![CDATA[Mathematics Education Research Journal]]></source>
<year>2012</year>
<numero>24</numero>
<issue>24</issue>
<page-range>323-46</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roth]]></surname>
<given-names><![CDATA[W. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Radford]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[A cultural-historical perspective on mathematics teaching and learning]]></source>
<year>2011</year>
<publisher-name><![CDATA[Sense Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sarda&#768;]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanmarti]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ensenar a argumentar cientificamente: un reto de las clases de ciencia]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2000</year>
<volume>18</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>405-22</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schwarz]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Argumentation and learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Muller Mirza]]></surname>
</name>
<name>
<surname><![CDATA[Perret-Clermont]]></surname>
<given-names><![CDATA[A.-N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Argumentation and Education: Theoretical Foundations and Practices]]></source>
<year>2009</year>
<page-range>91-126</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<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[There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2001</year>
<volume>46</volume>
<numero>1-3</numero>
<issue>1-3</issue>
<page-range>13-57</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Solar]]></surname>
<given-names><![CDATA[H. Ortiz]]></given-names>
</name>
<name>
<surname><![CDATA[A. Deulofeu]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ulloa]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher support for argumentation and the incorporation of contingencies in mathematics classrooms]]></article-title>
<source><![CDATA[International Journal of Mathematical Education in Science and Technology]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Solar]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Deulofeu]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Condiciones para promover el desarrollo de la competencia de argumentación en el aula de matemáticas]]></article-title>
<source><![CDATA[Bolema - Mathematics Education Bulletin]]></source>
<year>2016</year>
<volume>30</volume>
<numero>56</numero>
<issue>56</issue>
<page-range>1092-112</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Solar]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Ortiz]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ulloa]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[MED: Modelo de formación continua para profesores de matemática, basada en la experiencia]]></article-title>
<source><![CDATA[Estudios Pedagógicos]]></source>
<year>2016</year>
<volume>42</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>281-98</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Steinbring]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[The construction of new mathematical knowledge in classroom interaction: An epistemological perspective]]></source>
<year>2005</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toulmin]]></surname>
<given-names><![CDATA[S. E.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Uses of Argument]]></source>
<year>2003</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[van Es]]></surname>
<given-names><![CDATA[E. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sherin]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematics teachers&#8217; &#8220;learning to notice&#8221; in the context of a video club]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2008</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>244-76</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villalta]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Martinic]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Interacción didáctica y procesos cognitivos. Una aproximación desde la práctica y discurso del docente]]></article-title>
<source><![CDATA[Universitas Pscychologica]]></source>
<year>2013</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>221-33</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wells]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom]]></article-title>
<source><![CDATA[Linguistics and Education]]></source>
<year>1993</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-37</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wells]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Mejía]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Hacia el diálogo en el salón de clases: enseñanza y aprendizaje por medio de la indagación]]></article-title>
<source><![CDATA[Revista Electrónica Sinéctica]]></source>
<year>2005</year>
<numero>26</numero>
<issue>26</issue>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wood]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Alternative Patterns of Communication in Mathematics Clas- ses: Funneling or Focusing]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Steinbring]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Bussi]]></surname>
<given-names><![CDATA[M. G. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Sierpinska]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Language and Communication in the Mathematics Classroom]]></source>
<year>1998</year>
<page-range>167-78</page-range><publisher-name><![CDATA[National Council of Teachers of Mathematics]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yackel]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What we can learn from analyzing the teacher&#8217;s role in collective argumentation]]></article-title>
<source><![CDATA[Journal of Mathematical Behavior]]></source>
<year>2002</year>
<volume>21</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>423-40</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yackel]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Cobb]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sociomathematical norms, argumentation and autonomy in mathematics]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>1996</year>
<volume>27</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>458-77</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yin]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Case study research: design and methods]]></source>
<year>2014</year>
<publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
