<?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>S1665-24362023000100101</article-id>
<article-id pub-id-type="doi">10.12802/relime.23.2614</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma caracterização do conhecimento especializado do professor de matemática da educação infantil e anos iniciais em tópicos de medida]]></article-title>
<article-title xml:lang="en"><![CDATA[A characterization of kindergarten and primary&#8217;s mathematics teacher&#8217;s specialised knowledge on measurement topics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Policastro]]></surname>
<given-names><![CDATA[Milena]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>26</volume>
<numero>1</numero>
<fpage>101</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362023000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362023000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As dimensões matemática e pedagógica do conhecimento do professor são consideradas especializadas, e pretende-se descrever o conteúdo do conhecimento revelado por participantes de um processo formativo com foco nos tópicos de Medida. Considerando o Mathematics Teacher&#8217;s Specialised Knowledge (MTSK), explora-se e descreve-se o conteúdo do conhecimento revelado por um grupo de professores ao resolverem uma Tarefa para a Formação, implementada em um curso para professores que atuam desde a Educação Infantil, no Brasil. Os resultados trazem um refinamento da categorização do conhecimento do professor, associada aos tópicos (KoT), ao considerar, de forma separada, o detalhamento do conteúdo desse conhecimento, relativamente a definições, propriedades e fundamentos. Além disso, no estudo, um conjunto de descritores de conhecimento evidenciam particularidades e especificidades dessa componente do conhecimento do professor, particularmente para os tópicos de Medida, possibilitando um tipo de mapeamento de elementos estruturais e estruturantes desse conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este estudio consideramos las dimensiones matemáticas y pedagógicas del conocimiento del profesor como especializadas, con el objetivo de caracterizar el contenido de este conocimiento, específicamente asociado a los temas de Medidas. Empleando el marco del Mathematics Teacher&#8217;s Specialised Knowledge (MTSK), exploramos y describimos el contenido del conocimiento especializado revelado por un grupo de profesores de Educación Primaria en el Brasil mientras abordan una tarea para la formación, en un curso de desarrollo profesional. Los resultados aportan un refinamiento de la categorización del conocimiento docente asociado a los temas (KoT), considerando por separado el detalle del contenido de este conocimento relativo a definiciones, propiedades y fundamentos. Además, el estudio presenta un conjunto de descriptores de conocimiento que resaltan las particularidades y especificidades de este componente del conocimiento docente relacionado con los temas de Medida, permitiendo una especie de mapeo de los elementos estructurales y estructurantes de este conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The specialized dimensions of mathematical and pedagogical knowledge held by teachers are under scrutiny as we aim to depict the content of knowledge disclosed by participants engaged in a formative process with a specific focus on Measurement topics. Employing the framework of Mathematics Teacher&#8217;s Specialized Knowledge (MTSK), this study delves into and expounds upon the knowledge unveiled by a cohort of educators as they tackle a Training Task embedded within a professional development course catered to Early Childhood Education teachers in Brazil. The outcomes of this investigation yield a more refined categorization of teacher knowledge, intimately linked to the topics (KoT), by meticulously examining the intricate facets of this knowledge, encompassing definitions, properties, and fundamental principles. Additionally, this research project presents a collection of knowledge descriptors that bring to the fore the nuances and specificities of this crucial aspect of teacher knowledge, particularly as it pertains to Measurement topics, thus facilitating a comprehensive mapping of the structural and foundational elements within this knowledge domain.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les dimensions mathématique et pédagogique du savoir des enseignants sont considérées comme étant spécialisées. L&#8217;objectif de cette étude est de décrire en détail le contenu du savoir révélé par les participants lors d&#8217;un processus de formation portant sur les sujets de mesure. En utilisant le cadre du Mathematics Teacher&#8217;s Specialised Knowledge (MTSK), nous explorons et décrivons le savoir mis en évidence par un groupe d&#8217;enseignants lors de la résolution d&#8217;une Tâche de Formation intégrée à un cours destiné aux enseignants travaillant dans l&#8217;éducation de la petite enfance au Brésil. Les résultats de cette étude permettent d&#8217;affiner la catégorisation du savoir des enseignants en associant ces résultats aux sujets spécifiques (KoT). Nous examinons en particulier les définitions, les propriétés et les fondements du savoir enseignant. De plus, cette étude met en évidence un ensemble de descripteurs du savoir qui mettent en lumière les particularités et les spécificités de cette composante du savoir des enseignants, en se concentrant notamment sur les sujets de mesure. Ces résultats permettent ainsi de cartographier les éléments structurels et fondamentaux de ce savoir.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[MTSK]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento del profesor de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Medida]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[MTSK]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Teacher&#8217;s Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Measurement]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="pt"><![CDATA[MTSK]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento do Professor que ensina Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Medidas]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="fr"><![CDATA[MTSK]]></kwd>
<kwd lng="fr"><![CDATA[Connaissance du professeur de mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Mesures]]></kwd>
<kwd lng="fr"><![CDATA[Formation des enseignants]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ainsworth]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A conceptual framework for considering learning with multiple representations]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2006</year>
<volume>16</volume>
<page-range>183-98</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barrett]]></surname>
<given-names><![CDATA[J. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Cullen]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sarama]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Klanderman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Rumsey]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Children&#8217;s unit concepts in measurement: A teaching experiment spanning grades 2 through 5]]></article-title>
<source><![CDATA[ZDM]]></source>
<year>2011</year>
<volume>43</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>637-50</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barrett]]></surname>
<given-names><![CDATA[J. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Sarama]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Cullen]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[McCool]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Witkowski-Rumsey]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Klanderman]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluating and improving a learning trajectory for linear measurement in elementary grades 2 and 3: A longitudinal study]]></article-title>
<source><![CDATA[Mathematical Thinking and Learning]]></source>
<year>2012</year>
<volume>14</volume>
<page-range>28-54</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baturo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Nason]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student teachers&#8217; subject matter knowledge within the domain of area measurement]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>1996</year>
<volume>31</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>235-68</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berka]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Measurement: its concepts, theories and problems]]></source>
<year>1983</year>
<volume>72</volume>
<publisher-name><![CDATA[Springer Netherlands]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boyd]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Grossman]]></surname>
<given-names><![CDATA[P. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Lankford]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Loeb]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Wyckoff]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher preparation and student achievement]]></article-title>
<source><![CDATA[Educational Evaluation and Policy Analysis]]></source>
<year>2009</year>
<volume>31</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>416-40</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bragg]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Outhred]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A measure of rulers-The importance of units in a measure]]></article-title>
<source><![CDATA[International Group for the Psychology of Mathematics Education]]></source>
<year>2004</year>
<volume>2</volume>
<page-range>159-66</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Caldatto]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Fiorentini]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Pavanello]]></surname>
<given-names><![CDATA[R. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Uma análise do Projeto de formação profissional de professores privilegiada pelo PROFMAT]]></article-title>
<source><![CDATA[Zetetiké]]></source>
<year>2018</year>
<volume>26</volume>
<page-range>260-81</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Climent]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Flores-Medrano]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Escudero-Ávila]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Vasco]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Aguilar-González]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz-Catalán]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The mathematics teacher&#8217;s specialised knowledge (MTSK) model]]></article-title>
<source><![CDATA[Research in Mathematics Education]]></source>
<year>2018</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>236-56</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Charalambous]]></surname>
<given-names><![CDATA[C. Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: A multiple-case study]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2015</year>
<volume>18</volume>
<page-range>427-45</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Charles]]></surname>
<given-names><![CDATA[R. I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Big ideas and understandings as the foundation for elementary and middle school Mathematics]]></article-title>
<source><![CDATA[Journal of Mathematics Education Leadership]]></source>
<year>2005</year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>9-24</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Sarama]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Early childhood mathematics learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lester]]></surname>
<given-names><![CDATA[F. K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Second handbook of research on mathematics teaching and learning]]></source>
<year>2007</year>
<volume>1</volume>
<page-range>461-555</page-range><publisher-name><![CDATA[Information Age Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Sarama]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning and teaching early Math: The learning trajectory approach]]></source>
<year>2009</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Stephan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Measurement in pre-K to grade 2 mathematics]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Sarama]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[DiBiase]]></surname>
<given-names><![CDATA[A.-M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Engaging young children in mathematics: standards for early childhood mathematics education]]></source>
<year>2004</year>
<page-range>299-317</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Di Bernardo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Policastro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[A. R. de]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[J. M. de]]></given-names>
</name>
<name>
<surname><![CDATA[Aiub]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conhecimento matemático especializado de professores da educação infantil e anos iniciais: Conexões em medidas]]></article-title>
<source><![CDATA[Cadernos Cenpec]]></source>
<year>2018</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>98-124</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gamboa]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Badillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Sanchéz-Matamoros]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of teachers&#8217; knowledge in the use of learning opportunities triggered by mathematical connections]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Zehetmeier]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Potari]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Professional development and knowledge of Mathematics teachers]]></source>
<year>2020</year>
<page-range>24-43</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Roa]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Magnitudes y medida]]></article-title>
<source><![CDATA[Medida de magnitudes y su didáctica para maestros]]></source>
<year>2002</year>
<page-range>611-54</page-range><publisher-name><![CDATA[Universidad de Granada]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Cañadas]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dificultades de los profesores de matemáticas en formación en el aprendizaje del análisis fenomenológico]]></article-title>
<source><![CDATA[Revista Latinoamericana de Investigación en Matemática Educativa]]></source>
<year>2016</year>
<volume>19</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>311-34</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hiebert]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why do some children have trouble learning measurement concepts?]]></article-title>
<source><![CDATA[The Arithmetic Teacher]]></source>
<year>1984</year>
<volume>31</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>19-24</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hill]]></surname>
<given-names><![CDATA[H. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Chin]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Connections between teachers&#8217; knowledge of students, instruction, and achievement outcomes]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>2018</year>
<volume>55</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>1076-112</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ho]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[McMaster]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is&#8217; capacity&#8217;volume? Understandings of 11 to 12-year-old children]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hine]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Blackley]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Cooke]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mathematics Education research: Impacting practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia)]]></source>
<year>2019</year>
<page-range>356-63</page-range><publisher-name><![CDATA[MERGA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Irwin]]></surname>
<given-names><![CDATA[K. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ell]]></surname>
<given-names><![CDATA[F. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Vistro-Yu]]></surname>
<given-names><![CDATA[C. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding linear measurement: A comparison of Filipino and New Zealand children]]></article-title>
<source><![CDATA[Mathematics Education Research Journal]]></source>
<year>2004</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>3-24</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Klein]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Elementary mathematics from an andvanced standpoint: Arithmetic, algebra, analysis]]></source>
<year>1932</year>
<volume>1</volume>
<edition>3a ed.</edition>
<publisher-name><![CDATA[Macmillan]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lehrer]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Jaslow]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Curtis]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing an understanding of measurement in the elementary grades]]></article-title>
<source><![CDATA[Learning and Teaching Measurement]]></source>
<year>2003</year>
<volume>1</volume>
<page-range>100-21</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ma]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Knowing and teaching elementary Mathematics: Teacher&#8217;s understanding of fundamental Mathematics in China and the United States]]></source>
<year>1999</year>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mariotti]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Fischbein]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Defining in classroom activities]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>1997</year>
<volume>34</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>219-48</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mason]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Stephens]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Appreciating mathematical structure for all]]></article-title>
<source><![CDATA[Mathematics Education Research Journal]]></source>
<year>2009</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>10-32</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="">
<collab>Ministério da Educação</collab>
<source><![CDATA[Base Nacional Comum Curricular]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<collab>National Council of Teachers of Mathematics</collab>
<source><![CDATA[Principles and standards for school mathematics-National Council of Teacher of Mathematics]]></source>
<year>2000</year>
<publisher-name><![CDATA[Reston, VA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Norton]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Boyce]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Provoking the construction of a structure for coordinating n+1 levels of units]]></article-title>
<source><![CDATA[The Journal of Mathematical Behavior]]></source>
<year>2015</year>
<volume>40</volume>
<page-range>211-32</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<collab>Organisation for Economic Co-operation and Development</collab>
<source><![CDATA[PISA 2009 results: What students know and can do. Student performance in reading, mathematics, and science]]></source>
<year>2010</year>
<volume>1</volume>
<publisher-name><![CDATA[OECD]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pape]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Tchoshanov]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of representation(s) in developing mathematical understanding]]></article-title>
<source><![CDATA[Theory into Practice]]></source>
<year>2001</year>
<volume>40</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>118-27</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Panorkou]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dynamic measurement reasoning for area and volume]]></article-title>
<source><![CDATA[For the Learning of Mathematics]]></source>
<year>2020</year>
<volume>40</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>9-13</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Panorkou]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploring students&#8217; dynamic measurement reasoning about right prisms and cylinders]]></article-title>
<source><![CDATA[Cognition and Instruction]]></source>
<year>2021</year>
<page-range>1-35</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Passalaigue]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Munier]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Schoolteacher trainees&#8217; difficulties about the concepts of attribute and mesaurement]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2015</year>
<volume>89</volume>
<page-range>307-36</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Policastro]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conhecimento especializado revelado por professores da educação infantil e dos anos iniciais no tema de medida de comprimento e sua estimativa]]></article-title>
<source><![CDATA[Revista Espaço Plural]]></source>
<year>2017</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>123-54</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Policastro]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Jakobsen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Kindergarten teacher&#8217;s knowledge to support a mathematical discussion with pupils on measurement strategies and procedures]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Carlsen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Erfjord]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Hundeland]]></surname>
<given-names><![CDATA[P. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mathematics education in early years]]></source>
<year>2020</year>
<page-range>263-79</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Policastro]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conhecimento especializado do professor que ensina matemática relativo ao tópico de divisão]]></article-title>
<source><![CDATA[Zetetiké]]></source>
<year>2021</year>
<volume>29</volume>
<page-range>1-24</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[A. R. de]]></given-names>
</name>
<name>
<surname><![CDATA[Mellone]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conceitualizando tarefas formativas para desenvolver as especificidades do conhecimento interpretativo e especializado do professor]]></article-title>
<source><![CDATA[Perspectivas da Educação Matemática]]></source>
<year>2021</year>
<volume>14</volume>
<numero>35</numero>
<issue>35</issue>
<page-range>1-32</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cognições e tipo de comunicação do professor de matemática. Exemplificação de um modelo de análise num episódio dividido]]></article-title>
<source><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></source>
<year>2012</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>93-121</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gibim]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A necessária mudança de foco na formação de professores de e que ensinam matemática: Discussão de tarefas para a formação e o desenvolvimento do conhecimento interpretativo]]></article-title>
<source><![CDATA[Perspectivas da Educação Matemática]]></source>
<year>2021</year>
<volume>14</volume>
<numero>34</numero>
<issue>34</issue>
<page-range>1-24</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Jakobsen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mellone]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Secondary prospective teachers&#8217; interpretative knowledge in a measurement situation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Bergqvist]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Österholm]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Granberg]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sumpter]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education]]></source>
<year>2018</year>
<volume>4</volume>
<page-range>35-42</page-range><publisher-name><![CDATA[PME]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Policastro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[As medidas e as especificidades do conhecimento do professor para que os alunos aprendam Matemática com significado]]></source>
<year>2021</year>
<volume>2</volume>
<publisher-name><![CDATA[CRV]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sarama]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Barret]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Van Dine]]></surname>
<given-names><![CDATA[D. W.]]></given-names>
</name>
<name>
<surname><![CDATA[MacDonel]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluation of a learning trajectory for length in the early years]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2011</year>
<volume>43</volume>
<page-range>667-80</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scheiner]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What makes Mathematics teacher knowledge specialized? Offering alternative views]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2017</year>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schmidt]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Houang]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Cogan]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A coherent curriculum]]></article-title>
<source><![CDATA[American Educator, Summer]]></source>
<year>2002</year>
<page-range>1-18</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Van den Heuvel-Panhuizen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Teppo]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning, teaching, and using measurement: Introduction to the issue]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2011</year>
<volume>43</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>617-20</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stake]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
</person-group>
<source><![CDATA[The art of case study research]]></source>
<year>1995</year>
<edition>1.ª ed.</edition>
<publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Steffe]]></surname>
<given-names><![CDATA[L. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fractional commensurate, composition, and adding schemes: Learning trajectories of Jason and Laura: Grade 5]]></article-title>
<source><![CDATA[The Journal of Mathematical Behavior]]></source>
<year>2003</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>237-95</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stephan]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Linear and area measurement in prekindergarten to grade 2]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Bright]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning and teaching measurement: 2003 yearbook]]></source>
<year>2003</year>
<page-range>3-16</page-range><publisher-name><![CDATA[National Council of Teachers of Mathematics]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Strauss]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Corbin]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Grounded theory methodology: An overview]]></source>
<year>1994</year>
<publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Subramaniam]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Prospective secondary mathematics teachers&#8217; pedagogical knowledge for teaching the estimation of length measurements]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2014</year>
<volume>17</volume>
<page-range>177-98</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Szilagyi]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Clements]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Sarama]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[young children&#8217;s understandings of length measurement: Evaluating a learning trajectory]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2013</year>
<volume>44</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>581-620</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tall]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Vinner]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Concept image and concept definition in mathematics wiht particular reference to limits and continuity]]></article-title>
<source><![CDATA[Educational Studes in Mathematics]]></source>
<year>1981</year>
<volume>12</volume>
<page-range>151-69</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vale]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[McAndrew]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Krishnan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Connecting with the horizon: Developing teachers&#8217; appreciation of mathematical structure]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2010</year>
<volume>14</volume>
<page-range>193-212</page-range></nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van den Heuvel-Panhuizen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Elia]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Kindergartners&#8217; performance in length measurement and the effect of picture book reading]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2011</year>
<volume>43</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>621-35</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Venturi]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Foundation of Mathematics between theory and practice]]></article-title>
<source><![CDATA[Philosophia Scientiæ]]></source>
<year>2014</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>45-80</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vinner]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of definitions in the teaching and learning of mathematics]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Tall]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Advanced mathematical thinking]]></source>
<year>2002</year>
<page-range>65-81</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vysotskaya]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Lobanova]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rekhtman]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Yanishevskaya]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The challenge of proportion: Does it require rethinking of the measurement paradigm?]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2020</year>
<volume>106</volume>
<page-range>429-46</page-range></nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weber]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beyond proving and explaining: Proofs that justify the use of definitions and axiomatic structures and proofs that illustrate technique]]></article-title>
<source><![CDATA[For the Learning of Mathematics]]></source>
<year>2002</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>14-7</page-range></nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zakaryan]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematics teachers&#8217; specialized knowledge: A secondary teacher&#8217;s knowledge of rational numbers]]></article-title>
<source><![CDATA[Research in Mathematics Education]]></source>
<year>2018</year>
<volume>21</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zaslavsky]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Shir]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; conceptions of a mathematical definition]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2005</year>
<volume>36</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>317-46</page-range></nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zazkis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Leikin]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exemplifying definitions: A case of a square]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2008</year>
<volume>69</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>131-48</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
