<?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>S1665-24362016000200187</article-id>
<article-id pub-id-type="doi">10.12802/relime.13.1923</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Portefólio reflexivo de matemática enquanto instrumento de autorregulação das aprendizagens de alunos do ensino secundário]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflective portfolio of mathematics as a tool for self - regulation of learning for high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Célia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Leonor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2016</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>187</fpage>
<lpage>216</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362016000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362016000200187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362016000200187&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente estudo teve por objetivo analisar aspetos da aprendizagem matemática de alunos do ensino secundário em situações mediadas por um dispositivo de avaliação reguladora da aprendizagem. Concretamente foram estudados os processos que três alunos usaram quando elaboraram um portefólio de matemática, onde a maioria das decisões foram por si tomadas. Na elaboração do portefólio, ao longo das sucessivas entradas e versões, foram explicitados aspetos cognitivos e metacognitivos do pensamento matemático. O portefólio constitui uma forma eficaz e prática de exercer uma diferenciação pedagógica e proporciona, de forma continuada e sistemática, o desenvolvimento de processos metacognitivos propícios ao desenvolvimento de uma aprendizagem autorregulada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente estudio tuvo como objetivo analizar aspectos del aprendizaje de las matemáticas de los estudiantes de secundaria en situaciones mediadas por un dispositivo para la evaluación para el aprendizaje. En concreto, se estudiaron los procesos que tres estudiantes utilizaron cuando se desarrolló un portafolio de matemáticas. El trabajo se centra en la actividad del estudiante, y la mayoría de las decisiones fueron transferidas al estudiante. El análisis del contenido del texto escrito en el portafolio aporta explicaciones sobre aspectos cognitivos y metacognitivos del pensamiento matemático del alumno durante la construcción de dicho portafolio. El portafolio es una manera efectiva y práctica de ejercer una diferenciación pedagógica y ofrece, en un modo continuo y sistemático, el desarrollo de procesos metacognitivos que permitan el desarrollo de un aprendizaje autorregulado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aims to analyze various aspects of mathematical learning of high school students mediated by a device of assessment for learning. Specifically, we have studied the processes used by three students whilst developing a mathematics portfolio, during which the majority of decisions were taken by them. During the elaboration of the portfolio, cognitive and metacognitive aspects of mathematical thinking were identified. The portfolio is an effective and practical way to create a pedagogical differentiation and to provide, in an ongoing and systematic way, the development of metacognitive processes that enable the development of a self - regulated learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: L'étude présentée visait à analyser certains aspects de l'apprentissage des mathématiques dans le cycle secondaire en situations induites par un dispositif d'évaluation régulatrice des apprentissages. Plus précisément, nous avons étudié l'activité de trois étudiants au cours du processus de création d'un portfolio, dont ils ont pris la plupart des décisions. En rédigeant leur portfolio, ils ont explicité des aspects cognitifs et métacognitifs essentiels de leur pensée mathématique au cours des activités. Le portfolio est un mode efficace et pratique pour différentier les apprentissages pédagogiquement et d'une façon continue et systématique. Il stimule une activité métacognitive qui favorise l'autorégulation des apprentissages.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Portafolio]]></kwd>
<kwd lng="es"><![CDATA[evaluación para el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[autorregulación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[procesos metacognitivos]]></kwd>
<kwd lng="en"><![CDATA[Portfolio]]></kwd>
<kwd lng="en"><![CDATA[assessment for learning]]></kwd>
<kwd lng="en"><![CDATA[self - assessment]]></kwd>
<kwd lng="en"><![CDATA[mathematics learning]]></kwd>
<kwd lng="en"><![CDATA[metacognitive processes]]></kwd>
<kwd lng="pt"><![CDATA[Portefólio]]></kwd>
<kwd lng="pt"><![CDATA[avaliação reguladora]]></kwd>
<kwd lng="pt"><![CDATA[autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem matemática]]></kwd>
<kwd lng="pt"><![CDATA[processos metacognitivos]]></kwd>
<kwd lng="fr"><![CDATA[Portefeuilles]]></kwd>
<kwd lng="fr"><![CDATA[évaluation pour l'apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[autorégulation]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[processus métacognitifs]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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