The interplay of teachers and student actions in the teaching and learning of polygons class

The aim of this research was to characterize teaching that responds to the mathematical thinking of students in the third grade of primary education about learning of polygon classes. We identified characteristics of the teachers' actions and the different types of arguments and justification processes generated by students when solving tasks about polygon classes. We selected a teaching episode addressed at supporting students' capacity to analyse geometrical figures to illustrate some of these interactions. Findings indicate the relevance of the relationships between the questions posed by the teacher about students' solving procedures, the type of tasks presented, and the nature of students' justificatory arguments to support the relationship between dimensional deconstruction and cognitive apprehensions, necessary for learning polygon classes.