This article presents a study of 8th grade students working in groups to solve a task about generalizing patterns. The study aimed to openly explore how progress in mathematical thinking might relate to the discourse. To do this, we first studied both separately. The progress in mathematical thinking was studied by inspecting how the groups progressed through different levels of generalization. The discourse was studied by characterizing each student interaction. When combining these, we realized that some specific types of interactions were related to students progressing to a higher level of generalization. We call these key interactions, and they were mainly of the types of advocating, locating, and reformulating. These seem clearly important for identifying evidence of progress during the discourses, but might also be helpful for understanding how specific types of interactions relates to sharing and growing mathematical thinking.

本文介绍了一项对八年级学生进行小组学习的研究，以解决有关概括模式的任务。该研究旨在公开探索数学思维的进步如何与话语联系起来。为此，我们首先分别研究了两者。通过考察小组如何通过不同的概括水平来研究数学思维的进步。通过表征每个学生的互动来研究话语。当将这些结合在一起时，我们意识到某些特定类型的交互作用与学生向更高层次的泛化发展有关。我们将这些关键的交互称为“主要交互”，它们主要是倡导，定位和重新安排的类型。这些似乎对于确定话语过程中的进步证据显然很重要，