<?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>S2448-80892024000300009</article-id>
<article-id pub-id-type="doi">10.24844/em3603.01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma trajetória curricular sobre Números a partir de documentos curriculares de matemática da educação básica do Brasil e do Canadá]]></article-title>
<article-title xml:lang="en"><![CDATA[A curricular trajectory on Numbers based on mathematics curriculum documents for elementary education in Brazil and Canada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rangel]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corrêa]]></surname>
<given-names><![CDATA[Priscila D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Colégio de Aplicação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Windsor Faculty of Education ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>3</numero>
<fpage>9</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Discussões sobre currículo têm ocupado o cenário mundial no campo da educação matemática, levando à projeção do assunto na literatura de pesquisa. Concomitante com esse movimento, muitos países vêm estabelecendo reformas em seus sistemas de ensino, como são os casos do Brasil e do Canadá. A partir de uma abordagem metodológica qualitativa, tendo como referência documentos curriculares desses dois países, este estudo oferece uma representação esquemática multidimensional sobre o ensino de números do 1o ao 6o ano da educação básica, a trajetória curricular. Tal modelo esquemático é parte e produto da análise documental conduzida. Pretende-se assim contribuir para as discussões sobre currículo a partir da identificação de paridades e contrastes em orientações curriculares oficiais do Brasil e do Canadá. Tal investigação evidencia aspectos relacionados ao ensino de números que não necessariamente são notados na leitura isolada ou na implementação direta de um currículo. Este estudo tem o potencial de promover a reflexão sobre os processos de ensino e contribuir para o desenvolvimento do conhecimento próprio do professor de matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Discussions about curriculum have occupied the world stage in the field of mathematics education, leading to the rise of the subject in the research literature. Concomitantly, many countries have been establishing reforms in their education systems, like Brazil and Canada. This study implements a qualitative methodological approach based on curricular documents from these two countries. It offers a multidimensional schematic representation of the teaching of numbers from grades 1 to 6 of elementary education, the curricular trajectory. Such a schematic model is part and product of the documental analysis conducted. The aim is to contribute to discussions about the curriculum by identifying parities and contrasts in official curricular guidelines from Brazil and Canada. This investigation highlights aspects related to the teaching of numbers that are not necessarily noticed in an isolated reading or in the direct implementation of a curriculum. This study has the potential to promote reflection on teaching processes and contribute to the development of mathematics knowledge for teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[leitura combinada]]></kwd>
<kwd lng="pt"><![CDATA[trajetória curricular]]></kwd>
<kwd lng="pt"><![CDATA[ensino de números]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="en"><![CDATA[combined reading]]></kwd>
<kwd lng="en"><![CDATA[curricular trajectory]]></kwd>
<kwd lng="en"><![CDATA[teaching of numbers]]></kwd>
<kwd lng="en"><![CDATA[ele-mentary education.]]></kwd>
</kwd-group>
</article-meta>
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