This study searched to understand how the appropriation of knowledge through verbal interactions by triads of children with and without regard for friendship when they participate jointly in Mathematical tasks occurs. 24 students from the 3rd grade of elementary school, grouped into four triads with regard for friendship (TCRA) and four triads without regard for friendship (TSRA) participated. The selection to group them in triads occurred through interview searching to know the emotional bond. The interactions were recorded with video camera and recorder, transcribed and analyzed according to a microgenetic method. According to the results the TCRA showed a more intense verbal interaction, causing a greater appropriation of knowledge among the participants than in TSRA. This way, it could be observed that a cooperative context caused greater possibilities in the use of a common language, facilitating understanding as well as negotiation in case of disagreement among the participants.
Basic education; Verbal interaction; Mathematics teaching; Triad; Friendship; Affectivity