<?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>S1665-24362016000100071</article-id>
<article-id pub-id-type="doi">10.12802/relime.13.1913</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo de la competencia en análisis didáctico de formadores de futuros profesores de matemática a través del diseño de tareas]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of the competence in didactic analysis of training of future mathematics teachers through task design]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pochulu]]></surname>
<given-names><![CDATA[Marcel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[Vicenç]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[Mabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad Nacional de Villa María  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universitat de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidad Nacional de General Sarmiento  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>71</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362016000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362016000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362016000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de la investigación es explicar cómo el proceso de construcción de una secuencia de tareas profesionales, realizadas por formadores de futuros profesores de Matemáticas, influye en el desarrollo de su competencia en análisis didáctico. Dicho desarrollo se constata, entre otros indicadores, en cuanto los formadores de futuros profesores incorporan y usan adecuadamente herramientas para la descripción, explicación, valoración y mejora de procesos de enseñanza, dirigidos a la formación matemática de futuros profesores de secundaria. Una de las evidencias más significativa de este desarrollo es que las secuencias de tareas que los participantes diseñaron e implementaron eran coherentes con las orientaciones curriculares y significativamente diferentes a las que implementaban antes de realizar el curso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this research is to explain how the process of task sequence design made by teacher trainers of future Mathematics teachers influences the development of their competence in didactic analysis. This is achieved, among other indicators, when teacher trainers adequately incorporate and use tools for description, explanation, evaluation and improvement of teaching processes, aimed to future mathematics teachers training. One of the most significant evidence of this development is that the designed and implemented sequences were consistent with the curriculum guidelines and were significantly different from those implemented before attending the course.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo da investigação é explicar como o processo de construção de uma sequência de tarefas profissionais, realizadas por formadores de futuros professores de Matemática, influencia no desenvolvimento de sua competência de análise didática. Constata-se esse desenvolvimento, entre outros indicadores, enquanto os formadores de futuros professores incorporam e usam adequadamente ferramentas para a descrição, explicação, avaliação e melhora de processos de ensino, dirigidos à formação matemática de futuros professores de secundária. Uma das provas mais significativa desse desenvolvimento é que as sequências de tarefas que os participantes foram concebidas e implementadas de acordo com as diretrizes curriculares e significativamente diferente daquele implementado antes do curso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: L'objectif de la recherche est d'exprimer comment le procédé de construction d'une séquence des tâches professionnelles réalisées par des formateurs de futurs professeurs de mathématique influence dans le développement de leur compétence de l'analyse didactique. Ce développement est vérifié, entre autres indicateurs, dès que les formateurs de futurs professeurs incorporent et utilisent correctement des outils pour la description, explication, évaluation et amélioration des procédés d'enseignement, dirigés à la formation mathématique de futurs professeurs d'école secondaire. Une des preuves les plus importantes de cette évolution est que les séquences de tâches que les participants ont été conçus et mis en &#339;uvre en accord avec les lignes directrices du programme et significativement différent de celui mis en place avant le cours.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Diseño de tareas]]></kwd>
<kwd lng="es"><![CDATA[Análisis didáctico]]></kwd>
<kwd lng="es"><![CDATA[Competencias profesionales]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[Task design]]></kwd>
<kwd lng="en"><![CDATA[Didactic analysis]]></kwd>
<kwd lng="en"><![CDATA[Professional competences]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="pt"><![CDATA[Desenho de tarefas]]></kwd>
<kwd lng="pt"><![CDATA[Análise didática]]></kwd>
<kwd lng="pt"><![CDATA[Competências profissionais]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="fr"><![CDATA[Dessin des tâches]]></kwd>
<kwd lng="fr"><![CDATA[Analyse didactique]]></kwd>
<kwd lng="fr"><![CDATA[Compétences professionnelles]]></kwd>
<kwd lng="fr"><![CDATA[Formation de professeurs]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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