<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362020000200175</article-id>
<article-id pub-id-type="doi">10.12802/relime.20.2322</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O TPACK de futuros professores de matemática numa experiência de formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Prospective mathematics teachers&#8217; TPACK in a context of a teacher education experiment]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Fallas]]></surname>
<given-names><![CDATA[Luis Fabián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henriques]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>175</fpage>
<lpage>202</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362020000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362020000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362020000200175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O TPACK conceptualiza o conhecimento profissional do professor para uma efetiva integração da tecnologia na educação e o seu desenvolvimento precisa de ser assegurado na formação inicial de professores. Neste estudo analisamos o TPACK que futuras professoras de Matemática do 3.º ciclo e ensino secundário evidenciam ao longo de uma Experiência de Formação que visa o seu desenvolvimento nas componentes cognitivas que o caracterizam: conceções, currículo, aprendizagem e ensino. Seguindo uma metodologia de Investigação Baseada em Design, os resultados do 1.º ciclo de experimentação evidenciam que o TPACK das futuras professoras é um conhecimento complexo, dinâmico e flexível, consolidado pela articulação de múltiplos domínios do conhecimento profissional do professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El TPACK conceptualiza el conocimiento profesional del profesor para una efectiva integración de la tecnología en la educación y su desenvolvimiento necesita de ser garantizado en la formación inicial de profesores. En este estudio analizamos el TPACK que futuras profesoras de Matemática del 3.º ciclo de la enseñanza básica y secundaria evidencian a lo largo de una Experiência de Formación que visa su desarrollo en las componentes cognitivas que lo caracterizan: concepciones, currículo, aprendizaje y enseñanza. Siguiendo una metodología de Design-Based Research, los resultados del 1.º ciclo de experimentación revelan que el TPACK de las futuras profesoras es un conocimiento complejo, dinámico y flexible, consolidado por la articulación de múltiplos dominios del conocimiento profesional del profesor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract TPACK conceptualizes the teacher professional knowledge for an effective integration of technology in education and so its development needs to be ensured in pre-service teacher education. This study analyzes the TPACK that prospective middle-school and secondary mathematics teachers, evidence in a teacher education experiment aiming its development regarding the cognitive components that characterizes it: conceptions, curriculum, learning and teaching. Following a Design-Based Research methodology, the results of the 1st cycle of experimentation show that the prospective teachers&#8217; TPACK is a complex, dynamic and flexible knowledge, consolidated through the articulation of multiple domains of the teacher professional knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le TPACK conceptualise les connaissances professionnelles de l&#8217;enseignant en vue d&#8217;une intégration efficace de la technologie dans l&#8217;éducation et son développement doit être garanti dans la formation initiale de l&#8217;enseignant. Dans cette étude, nous analysons le TPACK présenté par les futurs enseignants de mathématiques du collège et secondaire tout au long d&#8217;une expérience de formation visant à développer les composantes cognitives qui le caractérisent: conceptions, programme d&#8217;études, apprentissage et enseignement. Suivant une méthodologie de Design-Based Research, les résultats du 1er cycle d&#8217;expérimentation révèlent que le TPACK des futurs enseignants est une connaissance complexe, dynamique et flexible, consolidée par l&#8217;articulation de multiples domaines de la connaissance professionnelle de l&#8217;enseignant.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[TPACK]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento profissional do professor de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Investigação Baseada em Design]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="es"><![CDATA[TPACK]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento profesional del profesor de Matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación Inicial de profesores de Matemática]]></kwd>
<kwd lng="es"><![CDATA[Design-Based Research]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="en"><![CDATA[TPACK]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teacher Professional Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Pre-service Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Design-Based Research]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="fr"><![CDATA[TPACK]]></kwd>
<kwd lng="fr"><![CDATA[Connaissance professionnelle du professeur de Mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Formation initiale de professeurs de Mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Design-Based Research]]></kwd>
<kwd lng="fr"><![CDATA[Technologie]]></kwd>
</kwd-group>
</article-meta>
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