Discursive interactions of pre-service teachers on the algebraic structure of groups: a look at school mathematics: una mirada a la matemática escolar

Several discursive practices are present in the classroom. In this article, we seek to identify potential relationships between discursive interactions, the role of the trainer and training tasks, in addition to understanding how such relationships promote learning about the teaching of school mathematics in an algebra subject in a mathematics degree course. Using a qualitative-interpretive approach and the Design Based-Research method, two research cycles were conducted. These cycles analyzed planning, discursive interactions between participants in an algebra discipline while solving formative tasks on the algebraic structure of Groups, as well as their evaluations. The results show that discursive interactions were influenced by the choices of mathematical tasks and the trainers' purposes during planning. Furthermore, the structure of these tasks provided tools for future teachers to discuss teaching cases involving the use of the symmetric element in different school contexts.