<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892022000300194</article-id>
<article-id pub-id-type="doi">10.24844/em3403.07</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El conocimiento matemático que despliega y desarrolla un grupo de profesores en la resolución del problema del corral]]></article-title>
<article-title xml:lang="en"><![CDATA[The mathematical knowledge displayed and developed by a group of teachers when solving the corral problema]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galleguillos]]></surname>
<given-names><![CDATA[Jeannette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Valparaíso Facultad de Ciencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNICAMP Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Huelva Facultad de Educación, Psicología y Ciencias del Deporte Centro de Investigación Coideso]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>3</numero>
<fpage>194</fpage>
<lpage>217</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000300194&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000300194&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000300194&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo se estudió el conocimiento matemático que despliega y desarrolla el profesor, en una situación de clase en la que se explora el problema del corral y sus variantes. La investigación se abordó cualitativamente observando un grupo de profesores de matemática en la resolución del problema. El análisis se realizó enfocándose en las especificidades del conocimiento del profesor de matemáticas y dichas especificidades son entendidas en el sentido del Mathematics Teachers Specialized Knowledge (MTSK). De los datos emergieron distintos niveles en profundidad del conocimiento matemático desplegado y desarrollado por los profesores en la resolución del problema, que fueron asociados a categorías del MTSK. Los resultados indican que, al resolver el problema por diferentes caminos y al observar diversas variantes, fue movilizado el conocimiento matemático del profesor: en relación al uso de diversas figuras geométricas para diseñar corrales no comunes; en la aplicación y relación de diversas nociones matemáticas en su resolución, y en el establecimiento de conjeturas y posibilidades de desarrollar nuevos conocimientos. Así, nuevos indicadores del conocimiento matemático especializado son discutidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper focuses on the mathematical knowledge displayed and developed by a group of teachers when discussing a problem of maximization and some of its possible variations. The research was approached qualitatively by observing a group of mathematics teachers&#8217; during the discussion involved in solving the problem. The analysis was carried out focusing on the teacher&#8217;s mathematical knowledge specificities, perceived in the Mathematics Teachers&#8217; Specialized Knowledge (MTSK) perspective. The data reveal different in-depth levels of math-ematical knowledge deployed and developed by teachers in problem-solving, which were associated with MTSK categories. The results show that, by solving the problem in different ways and observing different variants, the teacher&#8217;s mathematical knowledge was mobilized: in relation to the use of various geometric figures to design unusual pens; in the application and relationship of various mathematical notions in finding the resolution, and in the establishment of conjectures and possibilities of developing new knowledge. Thus, new indicators of teachers&#8217; mathematical specialized knowledge are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento especializado del profesor de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento matemático del profesor]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Problemas abiertos]]></kwd>
<kwd lng="en"><![CDATA[Teacher developing]]></kwd>
<kwd lng="en"><![CDATA[Specialized knowledge of the mathematics teacher]]></kwd>
<kwd lng="en"><![CDATA[Mathematical knowledge of the teacher]]></kwd>
<kwd lng="en"><![CDATA[Problem-solving]]></kwd>
<kwd lng="en"><![CDATA[Open problems]]></kwd>
</kwd-group>
</article-meta>
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