Patrones de Discurso Observados en el Aula de Matemática de Segundo Ciclo Básico en Chile

triadic sequences (initiation-response-follow up) are a frequent type of interaction in classrooms in many different countries. this study describes, using a spoken discourse codification system, these sequences in 89 chilean public middle-school level mathematics lessons, chosen at random from 684 classes that were filmed for a national evaluation. triadic sequences were related to teachers' performance scores and lesson activities. the study identified a relatively shared interactional pattern, whose main features were: closed ended questions, low frequency of student participation and low use of metacognitive teacher follow-ups. in addition, when teaching mathematic skills, teachers generated more questions involving application of content, in comparison to other type of questions. teachers that received a higher performance assessment produced a higher number of open-ended questions as well as a higher number of questions about students' personal experiences. the results of this study suggest that increasing the repertoire of teacher discourse is a potential area for teachers' training.