Estudio de interacciones en clase de matemáticas: Un caso con futuros profesores de matemáticas

We present a partial research report in the field of Mathematics Teacher Education, in which three uruguayan mathematics pre-service 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 pre-service mathematics teachers’ 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 pre-service 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.