A theoretical construct to analyze the teacher's role during introductory activities to algebraic modelling

In this work we will introduce a theoretical construct that we have elaborated as a tool for the analysis and the interpretation of the teachers’ actions during class activities which are aimed at fostering an aware learning of the use of algebraic language as a thinking tool. Through the analysis of an excerpt of a class discussion concerning introductory activities to algebraic modelling, we will show how this construct could provide “transparent” indicators to highlight the effectiveness of the teachers’ actions during class interaction.