Discourse in the process of evaluation and its relation to the development of thinking skills on the subject of Mathematics Grade 5
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Abstract
The purpose of this study is to analyze the characteristics of the discourse in the interaction (teacher, text, and the student) in the different evaluation processes and its relation with the level of thought in fifth grade Mathematics. The study was of ethnographic character and from the functional linguistic perspective of Halliday (1978), more exactly in the interpersonal and textual skill, of the different thinking levels of Villarini(1997) and the evaluation (IRE) of Cazden(1991). We saw, transcribed and analyzed different kinds of games in mathematics. We found out that that the teacher, the book and evaluation promoted automatic thinking.
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