<?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>S1665-24362015000300359</article-id>
<article-id pub-id-type="doi">10.12802/relime.13.1833</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gestos, sinais e esquemas de aprendizes surdos na multiplicação]]></article-title>
<article-title xml:lang="en"><![CDATA[Gestures, signs and schemes of deaf learners in multiplication]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[Jurema]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Santa Cruz (UESC) Departamento de Ciências Exatas e Tecnológicas ]]></institution>
<addr-line><![CDATA[Ilhéus Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2015</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>359</fpage>
<lpage>386</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362015000300359&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362015000300359&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362015000300359&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O reconhecimento de toda sorte de esquemas que sustentam a ação cognitiva dos alunos podem auxiliar o professor na análise das práticas matemáticas. Este estudo teve como objetivo identificar esquemas mobilizados por três alunos surdos usuários da Língua Brasileira de Sinais no cálculo da multiplicação, a partir do conceito de esquema da Teoria dos Campos Conceituais de Gérard Vergnaud e da tipologia dos gestos de David McNeill. As tarefas analisadas mostraram que todos os alunos apresentaram o esquema de correspondência sinal-a-sinal ou sinal-a-dedo coordenado com a contagem, dois alunos apresentaram o procedimento de contar a partir de. Seus esquemas articularam simultaneamente sinais com gestos, porém os gestos extrapolaram a função da comunicação e passaram a integrar a ação cognitiva desses alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The acknowledgement of all sorts of schemes that support students' cognitive activity can help teachers in the analysis of mathematical practices. This study's objective was to identify schemes used by three deaf students, users of the Brazilian Sign Language in the calculation of multiplication, from the scheme concept based on Gérard Vergnaud's Conceptual Fields Theory and David McNeill's typology of gestures. The analyzed tasks showed that all students had the matching signal-to-signal or signal-to-toe schema, coordinating it with counting, but just two students presented the counting starting from procedure. Their schemes allow the simultaneous articulation of signs and gestures, and gestures extrapolated the communication function and integrate the cognitive action of these students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El reconocimiento de toda suerte de esquemas que respaldan la acción cognitiva de los alumnos pueden auxiliar al profesor en el análisis de las prácticas matemáticas. Este estudio tuvo como objetivo identificar esquemas movilizados por tres alumnos sordos usuarios de la Lengua Brasileña de Señas para el cálculo de la multiplicación, a partir del concepto de esquema de la Teoría de Campos Conceptuales de Gérard Vergnaud y de la tipología de los gestos de David McNeill. Las tareas analizadas mostraron que todos los alumnos presentaron el esquema de correspondencia señal-a-señal o señal-a-dedo coordinado con el conteo, y dos alumnos presentaron el procedimiento de contar a partir de. Sus esquemas articularon simultáneamente señales con gestos aunque los gestos extrapolaron la función de la comunicación y pasaron a integrar la acción cognitiva de estos alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: La reconnaissance de toutes sortes de schémas qui soutiennent l'action cognitive des élèves peut aider les enseignants dans l'analyse des pratiques mathématiques. Cette étude visait à identifier les schémas déployés pour trois élèves sourds, qui utilisent la langue brésilienne des signes dans les calculs de la multiplication, à la base de la notion de schéma de la Théorie du Champs Conceptuels du Gérard Vergnaud et la typologie des gestes proposés pour David McNeill. Les tâches analysées montraient que tous les élèves avaient le schéma du correspondant signe-à-signe ou signe-à-doigt coordonnée avec le comptage. Deux élèves ont présenté la procédure de compter à partir. Leurs schémas s'articulent simultanément, entre les signes avec des gestes, mais des gestes extrapoler la fonction de communication et ont rejoint l'action cognitive de ces élèves.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gestos]]></kwd>
<kwd lng="pt"><![CDATA[Esquemas]]></kwd>
<kwd lng="pt"><![CDATA[Multiplicação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizes surdos]]></kwd>
<kwd lng="pt"><![CDATA[Língua de sinais]]></kwd>
<kwd lng="en"><![CDATA[Schemes]]></kwd>
<kwd lng="en"><![CDATA[Multiplication]]></kwd>
<kwd lng="en"><![CDATA[Deaf learners]]></kwd>
<kwd lng="en"><![CDATA[Sign language]]></kwd>
<kwd lng="es"><![CDATA[Gestos]]></kwd>
<kwd lng="es"><![CDATA[Esquemas]]></kwd>
<kwd lng="es"><![CDATA[Multiplicación]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje en Sordos]]></kwd>
<kwd lng="es"><![CDATA[Lengua de señas]]></kwd>
<kwd lng="fr"><![CDATA[Gestes]]></kwd>
<kwd lng="fr"><![CDATA[Schémas]]></kwd>
<kwd lng="fr"><![CDATA[Multiplication]]></kwd>
<kwd lng="fr"><![CDATA[Apprenants sourds]]></kwd>
<kwd lng="fr"><![CDATA[Langue des signes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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