In this paper, we analyze how the teacher's discourses might regulate the discursive productions of students in a mathematical modeling environment. The research was qualitative and data were collected through observations and interviews. Data analysis suggests that students' discourses were regulated by what we named procedural discourse and silencing discourses, produced by the teacher in the learning environment. In this article, we define and characterize these theoretical notions. These discourses regulated the students' discursive production concerning the choice of the mathematical content, data and assumptions they were to use as they solved the problems.
Mathematical Modeling; Procedural Discourse; Silencing Discourses; Regulation
