{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T19:44:14Z","timestamp":1740167054762,"version":"3.37.3"},"reference-count":12,"publisher":"FapUNIFESP (SciELO)","issue":"61","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Bolema"],"abstract":"<jats:p>Resumo As discuss\u00f5es matem\u00e1ticas constituem uma forma poderosa para promover a aprendizagem dos alunos ao favorecerem a apresenta\u00e7\u00e3o, justifica\u00e7\u00e3o, argumenta\u00e7\u00e3o e sistematiza\u00e7\u00e3o dos racioc\u00ednios associados ao trabalho com tarefas matem\u00e1ticas. O professor desempenha um papel preponderante na condu\u00e7\u00e3o da discuss\u00e3o, sendo chamado a realizar um conjunto de a\u00e7\u00f5es de ensino, tendo por base o seu conhecimento did\u00e1tico. Neste artigo apresentamos as pr\u00e1ticas de discuss\u00e3o de dois professores de Matem\u00e1tica do 8.\u00b0 ano de escolaridade, com o objetivo de compreender como conduzem discuss\u00f5es em t\u00f3picos de \u00c1lgebra. O estudo \u00e9 qualitativo interpretativo e baseia-se no estudo de caso de dois professores, que integram um grupo colaborativo. Os resultados mostram que os professores estruturam a discuss\u00e3o matem\u00e1tica em tr\u00eas momentos principais e gerem o discurso com vista \u00e0 generaliza\u00e7\u00e3o de ideias alg\u00e9bricas. Para isso, empreendem um conjunto de a\u00e7\u00f5es de ensino que favorecem a apresenta\u00e7\u00e3o, justifica\u00e7\u00e3o e argumenta\u00e7\u00e3o de diversas estrat\u00e9gias de resolu\u00e7\u00e3o.<\/jats:p>","DOI":"10.1590\/1980-4415v32n61a05","type":"journal-article","created":{"date-parts":[[2018,7,27]],"date-time":"2018-07-27T18:51:39Z","timestamp":1532717499000},"page":"398-418","source":"Crossref","is-referenced-by-count":6,"title":["Pr\u00e1ticas de Discuss\u00e3o em Sala de Aula de Matem\u00e1tica: os casos de dois professores"],"prefix":"10.1590","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2504-5032","authenticated-orcid":false,"given":"C\u00e1tia","family":"Rodrigues","sequence":"first","affiliation":[{"name":"Universidade de Lisboa,  Portugal; Escola B\u00e1sica e Secund\u00e1ria de Sever do Vouga,  Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8978-8900","authenticated-orcid":false,"given":"Lu\u00eds","family":"Menezes","sequence":"additional","affiliation":[{"name":"Universidade de Lisboa,  Portugal; Instituto Polit\u00e9cnico de Viseu,  Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6203-7616","authenticated-orcid":false,"given":"Jo\u00e3o Pedro da","family":"Ponte","sequence":"additional","affiliation":[{"name":"Universidade da Georgia,  EUA; Universidade de Lisboa,  Portugal"}]}],"member":"530","published-online":{"date-parts":[[2018,8]]},"reference":[{"issue":"5","key":"ref1","doi-asserted-by":"crossref","first-page":"389","DOI":"10.1177\/0022487108324554","article-title":"Content knowledge for teaching: What makes it special?","volume":"59","author":"BALL D. 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