<?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>S1665-24362018000300301</article-id>
<article-id pub-id-type="doi">10.12802/relime.18.2133</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El conocimiento especializado del profesor de matemáticas en el uso de la analogía en la enseñanza del concepto de función]]></article-title>
<article-title xml:lang="en"><![CDATA[The mathematics teacher&#8217;s specialized knowledge in the use of analogy on teaching the function concept]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza-Vásquez]]></surname>
<given-names><![CDATA[Gonzalo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zakaryan]]></surname>
<given-names><![CDATA[Diana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrillo Yáñez]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>301</fpage>
<lpage>324</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362018000300301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362018000300301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362018000300301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las analogías, frecuentemente usadas para hacer comprensible una idea, al recurrir a un conocimiento o una experiencia anterior, han sido consideradas como un componente del conocimiento didáctico del contenido desde las primeras conceptualizaciones del conocimiento del profesor. En este artículo se aborda el conocimiento especializado del profesor de matemáticas en el uso de la analogía de la función como una máquina, a partir de observaciones de aula de dos profesores de secundaria chilenos y una entrevista posterior. Los hallazgos del estudio respecto al conocimiento especializado del profesor sobre la función en el uso de la analogía permiten establecer relaciones entre los distintos conocimientos manifestados por los profesores en el proceso de enseñanza-aprendizaje de las funciones y avanzar en la comprensión de su conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Analogies, often used to make an idea understandable using previous knowledge or experience, have been considered as a component of pedagogical content knowledge since earliest conceptualizations of teacher&#8217;s knowledge. This paper addressed the mathematics teacher&#8217;s specialized knowledge in the use of the analogy of function as a machine, based on lessons observation of two Chilean high school teachers and a subsequent interview. Study&#8217;s findings regarding the teacher&#8217;s knowledge about the function in the use of analogy allow establishing relations between different knowledge manifested by teachers in the functions&#8217; teaching-learning process, advancing in the understanding of their knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As analogias, frequentemente utilizadas para tornar compreensível uma ideia, recorrendo a um conhecimento ou experiência anterior, têm sido consideradas como uma das componentes do conhecimento didático do conteúdo desde as primeiras conceitualizações do conhecimento do professor. Neste artigo discutimos o conhecimento especializado do professor de matemática no uso da analogia da função como uma máquina, a partir de observações da prática de sala de aula de dois professores do Ensino Médio no Chile e de uma entrevista posterior. Os resultados relativos ao conhecimento do professor sobre função no uso de analogias permitem estabelecer relações entre os distintos conhecimentos manifestados pelos professores no processo de ensino e aprendizagem das funções, aprofundando a compreensão do seu conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Les analogies, fréquemment utilisées pour rendre compréhensible une idée, s&#8217;appuient sur une connaissance ou une expérience antérieure. Elles constituent un ensemble qui a été considéré comme une composante des connaissances didactiques d&#8217;un contenu dès les premières conceptualisations des connaissances du professeur. Dans cet article, on aborde la connaissance spécialisée de l&#8217;enseignant de mathématiques dans l&#8217;usage de l&#8217;analogie d&#8217;une fonction comme une machine, à partir d&#8217;observations de classes de deux professeurs de l&#8217;enseignement secondaire chilien suivies d&#8217;un entretien. Les résultats principaux de l&#8217;étude, en ce qui concerne les connaissances spécialisées du professeur sur l&#8217;usage de l&#8217;analogie pour la notion de fonction, permettent d&#8217;établir des relations entre les différentes connaissances manifestées par les professeurs dans le processus d&#8217;enseignement-apprentissage des fonctions, et d&#8217;avancer sur la compréhension de ses connaissances.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento especializado del profesor de matemática]]></kwd>
<kwd lng="es"><![CDATA[Concepto de función]]></kwd>
<kwd lng="es"><![CDATA[Analogía]]></kwd>
<kwd lng="es"><![CDATA[Profesor de secundaria]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teacher&#8217;s specialized knowledge]]></kwd>
<kwd lng="en"><![CDATA[Function concept]]></kwd>
<kwd lng="en"><![CDATA[Analogy]]></kwd>
<kwd lng="en"><![CDATA[High school teacher]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento especializado do professor de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Conceito de função]]></kwd>
<kwd lng="pt"><![CDATA[Analogia]]></kwd>
<kwd lng="pt"><![CDATA[Professor do Ensino Médio]]></kwd>
<kwd lng="fr"><![CDATA[Connaissances spécialisées du professeur de mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Concept de fonction]]></kwd>
<kwd lng="fr"><![CDATA[Analogie]]></kwd>
<kwd lng="fr"><![CDATA[Professeur de secondaire]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement des fonctions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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