The aim of this paper is to explore the didactic configurations and, more specifically, the patterns of interaction established between teachers and students during an exploratory-investigative mathematical activity. This activity was implemented in a seventh grade class (students approximately 12 years old) and aimed to contribute to understanding regarding the emergence of the patterns of interactions and their effects on the development of learning. We identified the didactic configurations using a theoretical-methodological model designed to describe and interpret the interactive processes in the classroom. In conclusion, we emphasize the need for management between the distinct configurations, and the consequent productive cooperation (synergy) between the different interaction patterns, to stabilize the negotiation of meanings and enable the development of students' learning.
Onto-semiotic Approach; Didactic Configurations; Patterns of interaction; Exploratory-investigative activities; Sequences
