<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362022000100111</article-id>
<article-id pub-id-type="doi">10.46551/emd.v6n12a12</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La triada configuración-interacción-emergencia: una mirada compleja a los procesos de aprendizaje en el aula de Matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[The configuration-interaction-emergence triad: a complex look at learning processes in the Mathematics classroom]]></article-title>
<article-title xml:lang="pt"><![CDATA[A tríade configuração-interação-emergência: um olhar complexo sobre os processos de aprendizagem na sala de aula de Matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Zavaleta]]></surname>
<given-names><![CDATA[Jesús Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrasco Henriquez]]></surname>
<given-names><![CDATA[Eduardo Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrión Velázquez]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Calgary  ]]></institution>
<addr-line><![CDATA[Calgary Alberta]]></addr-line>
<country>Canada</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>12</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362022000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  El aula de Matemáticas es altamente compleja, organizada en múltiples niveles y con múltiples limitaciones. Dados los retos metodológicos para su investigación, este artículo propone a la triada configuración-interacción-emergencia como una aproximación compleja, sistémica y dinámica al aula. Sus bases teóricas están en las investigaciones de los procesos colectivos permeados por los estudios sobre la cognición humana de Maturana y Varela (1984). Esta investigación cualitativa identificó producciones textuales relacionadas con aspectos de la triada en dos experiencias de aprendizaje: (1) un taller sobre incertidumbre educativa con docentes de Matemáticas y (2) un estudio con estudiantes, de noveno y décimo grados, estudiando el péndulo doble. Los resultados mostraron a la triada como una categoría de análisis que favorece una aproximación sistémica del aula. Concluimos que la triada permite focalizar una mirada que no separa, sino que comprende el carácter sistémico y evolutivo de los procesos de aprendizaje en el aula de Matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The Mathematics classroom is highly complex. It is organized at multiple levels and constraints. Given the methodological challenges of its research, this article proposes the configuration-interaction-emergence triad as a complex, systemic and dynamic approach to the classroom. Its theoretical bases lay down in the investigations of the collective processes permeated by Maturana and Varela´s (1984) studies on human cognition. This qualitative research identified textual productions related to aspects of the triad in two learning experiences: (1) a workshop on educational uncertainty with mathematics teachers and (2) a study with students, in ninth and tenth grades, studying the double pendulum. The results showed the triad as a category of analysis that favors a systemic view of the classroom. We conclude that the triad allows us to focus on a gaze that does not separate but rather understands the systemic and evolutionary nature of the learning processes in the Mathematics classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A sala de aula de Matemática é altamente complexa, organizada em vários níveis e com várias restrições. Diante dos desafios metodológicos para sua pesquisa, este artigo propõe a tríade configuração-interação-emergência como uma abordagem complexa, sistêmica e dinâmica para a sala de aula. Suas bases teóricas estão nas investigações dos processos coletivos permeados pelos estudos sobre a cognição humana de Maturana e Varela (1984). Esta pesquisa qualitativa identificou produções textuais relacionadas a aspectos da tríade em duas experiências de aprendizagem: (1) uma oficina sobre incerteza educacional com professores de Matemática e (2) um estudo com alunos, do nono e décimo ano, estudando o pêndulo duplo. Os resultados apontaram a tríade como categoria de análise que favorece uma visão sistêmica da sala de aula. Concluímos que a tríade nos permite focalizar um olhar que não separa, mas que compreende a natureza sistêmica e evolutiva dos processos de aprendizagem na sala de aula de Matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aula de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Colectivo]]></kwd>
<kwd lng="es"><![CDATA[Complejidad]]></kwd>
<kwd lng="es"><![CDATA[Emergencia]]></kwd>
<kwd lng="es"><![CDATA[Interacción]]></kwd>
<kwd lng="es"><![CDATA[
<kwd lng="en"><![CDATA[Mathematics Classroom]]></kwd>
<kwd lng="en"><![CDATA[Collective Learning]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
<kwd lng="en"><![CDATA[Emergence]]></kwd>
<kwd lng="en"><![CDATA[Interaction.]]></kwd>
<kwd lng="pt"><![CDATA[Aula de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Coletiva]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Emergência]]></kwd>
<kwd lng="pt"><![CDATA[Interação.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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