<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982016000200014</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reflexión sobre el significado de qué es un buen problema en la formación inicial de maestros]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflections on the significance of what makes a good problem for early teacher development]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mallart Solaz]]></surname>
<given-names><![CDATA[Albert]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Font Moll]]></surname>
<given-names><![CDATA[Vicenç]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malaspina]]></surname>
<given-names><![CDATA[Uldarico]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona Departamento de Didáctica de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Barcelona Departamento de Didáctica de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica del Perú Departamento de Ciencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>38</volume>
<numero>152</numero>
<fpage>14</fpage>
<lpage>30</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982016000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982016000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982016000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo principal de esta investigación es desarrollar la reflexión didáctica en futuros profesores de matemáticas de primaria sobre lo que es un buen problema. La muestra fue de 36 alumnos universitarios de la asignatura de Didáctica de la Geometría para Educación Primaria. Para ello se diseñaron e implementaron cuestionarios, lecturas de expertos, discusiones en grupo, resolución de problemas y análisis didácticos de los mismos. Los instrumentos para recoger la información fueron de registro escrito. Se concluye que para aplicar la lista de criterios de un buen problema de manera efectiva se debe de tener una buena técnica en análisis didáctico de la actividad matemática y también competencia en la resolución de problemas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The main objective of this investigation is to develop didactic reflection in future primary school mathematics teachers regarding what makes a good problem. The sample consisted of 36 university students from the class on the Didactics of Geometry for Primary School Education. Surveys, expert article readings, group discussions, problem solving and didactic analysis of problems were designed and implemented. Written instruments were used for data collection. In conclusion, in order to effectively adopt the list of criteria for a good problem a teacher must use good techniques for analytical and didactic approaches to mathematics, as well as problem solving competencies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Creación de problemas]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Didáctica de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Competencia matemática]]></kwd>
<kwd lng="en"><![CDATA[Problem posing]]></kwd>
<kwd lng="en"><![CDATA[Problem solving]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Didactics of mathematics]]></kwd>
<kwd lng="en"><![CDATA[Mathematical competencies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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