The present study aims to analyze how the monitor teachers speeches allow dialogic interactions for
manifestations of students' metacognitive incidents in a mathematics Investigative Teaching sequence
(ITS) in the Science Club. The work presents characteristics of participatory research with a
quantitative-qualitative approach, and the place of investigation was the Science Club Prof. Dr.
Cristovam Diniz located at UFPA- Castanhal. It was developed with eight sixth graders aged between
10 and 11 years old and had the collaboration of four monitor teachers. As methodological procedures,
an investigative teaching sequence of geometry was applied, in which audio and video recording was
adopted with transcripts of selected episodes for each stage considering the content analysis. For data
analysis, we were guided by the transcription, description and interpretation of the dialogic
interactions produced during the ITS, which had as a proposition the construction of a castle with
modeling clay and a toothpick for the discussion of geometry issues. The results show that the dialogic
interactions present between teacher monitors and students allow the emergence of rhetorical and
dialogic speeches, of which the providing clues, instigation, re-mirroring and opposition are the
characteristics that most appear and have strong influence on the emergence of metacognitive
incidents. For the occurrences of metacognitive incidents, it was observed that in a total of 255 turns
of the students, 83 of these were classified as metacognitive incidents (33%), also found when
analyzing each step separately also found when analyzing each stage separately in which we had the
following percentages of evidence of metacognitive speech, stage 1: 10% (1/10), stage 2: 37% (21/57)
and stage 3: 32% (61/188). For writing and drawing, it can be said that more than half appears
metacognitive incidents 54% (13/24) all confirmation (100%). As for nature of the manifestation of
Metacognition, it was observed that the metacognitive incident can help in the construction of
knowledge in different ways, such as confirmation of reasoning, monitoring (questions), the change of
opinions that can be positive or negative. In view of the above, this research moves towards
contributing to the investigative experimentation of mathematics and considers the monitor teacher's
speeches as prone to the appearance of metacognitive incidents, which indicates that there is still much
field to be researched in alternative environments of Investigative Teaching, in particular in the
discipline of mathematics, being possible and necessary for the debate in future researches and thus,
the great importance of investments in this area of knowledge is reaffirmed.
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