<?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>S0185-26982020000300070</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2020.169.59328</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimientos de docentes de primaria en formación respecto a perímetro y área de polígonos]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge of elementary teacher trainees regarding the perimeter and area of polygons]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Peralta]]></surname>
<given-names><![CDATA[Angelina Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Aguilar]]></surname>
<given-names><![CDATA[Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California Facultad de Ciencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>42</volume>
<numero>169</numero>
<fpage>70</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982020000300070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982020000300070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982020000300070&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de la investigación es analizar el conocimiento que docentes de primaria en formación ponen en juego al resolver problemas de perímetro y área de polígonos. Para este propósito, elegimos doce tareas matemáticas: dos vinculadas a conocimientos factuales sobre perímetro y área, cuatro relativas a la comprensión de estos conceptos y seis enfocadas a explorar el uso de procedimientos rutinarios. Junto con el instrumento, diseñamos un código que permitiera realizar una categorización y análisis de las respuestas escritas de los participantes. En este estudio cualitativo participaron 39 estudiantes mexicanos de la licenciatura en Educación Primaria de una escuela Normal. Al analizar las respuestas de los sujetos de estudio identificamos dificultades para proporcionar definiciones formales de los conceptos de perímetro y área, además de que parecen estar más familiarizados con el uso de procedimientos de rutina que con la comprensión de los conceptos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of the investigation is to analyze the knowledge which elementary teacher trainees bring to bear when solving problems of perimeter and area of polygons. For this purpose, we chose twelve mathematical tasks: two involving factual knowledge of perimeter and area, four related to comprehension of those concepts, and six focused on exploring the use of routine procedures. With the instrument, we designed a code with which to classify and analyze participants&#8217; written answers. Thirty-nine (39) Mexican undergraduate students in the elementary education program at a teacher train ing school participated in this qualitative study. On analyzing their answers, we identified difficulties in providing formal definitions of the concepts of perimeter and area, and the subjects appear to have greater familiarity with the use of routine procedures than comprehension of concepts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Matemática educativa]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento matemático]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial de profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación normalista]]></kwd>
<kwd lng="en"><![CDATA[Educational mathematics]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[Early teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
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