<?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>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682020000100082</article-id>
<article-id pub-id-type="doi">10.22235/pe.v13i1.1920</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las interacciones pedagógicas en las clases de resolución de problemas matemáticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Interactions in Mathematics Problem Solving Classes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Donoso Osorio]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdés Morales]]></surname>
<given-names><![CDATA[René]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cisternas Núñez]]></surname>
<given-names><![CDATA[Prisila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>82</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682020000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682020000100082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682020000100082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Pese a la importancia que ha recibido la resolución de problemas como un eje troncal en el área de las matemáticas, la información sobre cómo se enseña y cómo es la interacción entre docentes y estudiantes en la sala de clases aún es incipiente. Por esta razón, el objetivo de este estudio es caracterizar la interacción entre los procesos de enseñanza y aprendizaje que se establecen entre profesores y estudiantes en las clases de resolución de problemas matemáticos. Metodológicamente, describimos las actividades típicas de aula a partir de 23 registros audiovisuales de clases de profesores de matemáticas de escuelas públicas. Los resultados indican que las actividades presentes en las clases de resolución de problemas son de baja complejidad cognitiva, sin mayor retroalimentación docente y con predominio de estructuras monologales de participación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Despite the importance that problem-solving has received as a backbone in the area of Mathematics, the information on how it is taught and how teachers and students interact in the classroom is still incipient. For this reason, the objective of this study is to characterize the interaction between the teaching and learning processes established between teachers and students in Mathematics problem-solving classes. Methodologically, the typical classroom activities are described from 23 audio-visual records of the classes of public-school Mathematics teachers. The results show that the activities present in the problem-solving classes are of low cognitive complexity, with no major teacher feedback and with a predominance of monolithic participation structures.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[interacción social]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[actividades típicas de aula]]></kwd>
<kwd lng="es"><![CDATA[inclusión.]]></kwd>
<kwd lng="en"><![CDATA[social interaction]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[typical classroom activities]]></kwd>
<kwd lng="en"><![CDATA[inclusion.]]></kwd>
</kwd-group>
</article-meta>
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