<?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>S1665-24362020000300331</article-id>
<article-id pub-id-type="doi">10.12802/relime.20.2333</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reconstrucción de situaciones didácticas de matemáticas en el aula. Un estudio en preescolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Reconstruction of didactical situations of mathematics in classroom. A study in preschool]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Laguna]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Block Sevilla]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y Estudios Avanzados Departamento de Investigaciones Educativas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y Estudios Avanzados Departamento de Investigaciones Educativas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>331</fpage>
<lpage>356</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362020000300331&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362020000300331&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362020000300331&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo se centra en las transformaciones que docentes imprimen a situaciones didácticas de matemáticas asociadas a un enfoque didáctico sociocontructivista. Se estudia el caso de dos educadoras trabajando con el tema de Tratamiento de la Información en preescolar. Metodológicamente, consideramos este estudio una Ingeniería Didáctica de Desarrollo (Perrin Glorian, 2011). El análisis se realizó desde una doble perspectiva teórica: las situaciones didácticas se caracterizan y analizan desde la Teoría de las Situaciones Didácticas (Brousseau, 1998), mientras que, para el análisis de prácticas docentes se consideraron, principalmente, el doble enfoque didáctico/ ergonómico (Robert y Rogalski, 2002) y la perspectiva etnográfica (Rockwell y Mercado, 2003). Si bien las transformaciones identificadas son distintas entre sí, en ambos casos se conservó lo esencial de los propósitos didácticos. Esto es expresivo de la necesidad y factibilidad de procesos de apropiación. El aporte principal del texto es la identificación de factores que subyacen a dichas transformaciones, de las necesidades a las que responden y de las tensiones que crean en la toma de decisiones en el aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article focuses on the transformations that teachers imprint to didactic situations of mathematics associated with a socioconstructive didactic approach. The case of two educators working with the topic of Data Analysis in preschool is studied. Methodologically, we consider this study a Didactic Development Engineering (Perrin Glorian, 2011). The analysis was carried out from a double theoretical perspective: the didactic situations are characterized and analyzed from the Theory of Didactic Situations (Brousseau, 1998), while, for the analysis of teaching practices, the double didactic/ergonomic approach was mainly considered (Robert y Rogalski, 2002) and the ethnographic perspective (Rockwell &amp; Mercado, 2003). Although the transformations identified are different from each other, in both cases, the essentials of the didactic purposes were preserved. This is expressive of the need and feasibility of appropriation processes. The main contribution of the text is the identification of factors that underlie these transformations, of the needs to which they respond and of the tensions they create in decisionmaking in the classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo enfoca as transformações que professores imprimem a situações didáticas da matemática associadas a uma abordagem didática sócio-construtiva. O caso de dois educadores trabalhando no tópico de Tratamento da Informação é estudado. Metodologicamente, consideramos este estudo uma Engenharia de Desenvolvimento Didático (Perrin Glorian, 2011). A análise foi realizada a partir de uma dupla perspectiva teórica: as situações didáticas são caracterizadas e analisadas a partir da Teoria das Situações Didáticas (Brousseau, 1998), enquanto, para a análise das práticas pedagógicas, considerou-se a dupla abordagem didático-ergonômica (Robert y Rogalski, 2002) e a perspectiva etnográfica (Rockwell e Mercado, 2003). Embora as transformações identificadas sejam diferentes entre si, em ambos os casos, os fundamentos dos objetivos didáticos foram preservados. Isso é expressivo da necessidade e viabilidade de processos de apropriação. A principal contribuição do texto é a identificação dos fatores subjacentes a essas transformações, das necessidades a que respondem e das tensões que criam na tomada de decisões em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ Dans cet article, nous nous intéressons aux transformations que les enseignants impriment aux situations didactiques de mathématiques issues d&#8217;une approche socioconstructiviste. Le cas de deux éducatrices travaillant sur le sujet du traitement de l&#8217;information est étudié. Méthodologiquement, nous considérons cette étude comme une ingénierie du développement didactique (Perrin Glorian, 2011). L&#8217;analyse a été réalisée à partir d&#8217;une double perspective théorique: les situations didactiques sont caractérisées et analysées à partir de la théorie des situations didactiques (Brousseau, 1998), tandis que, pour l&#8217;analyse des pratiques pédagogiques, la double approche didactique / ergonomique était principalement prise en compte (Robert y Rogalski, 2002) et la perspective ethnographique (Rockwell et Mercado, 2003). Bien que les transformations identifiées soient différentes les unes des autres, dans les deux cas, l&#8217;essentiel des finalités didactiques a été préservé. Ceci exprime la nécessité et la faisabilité des processus d&#8217;appropriation. L&#8217;apport principal du texte est l&#8217;identification des facteurs à la base de ces transformations, des besoins auxquels ils répondent et des tensions qu&#8217;ils créent lors de la prise de décision en classe.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Tratamiento de la Información]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Preschool Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education - Data Analysis]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação pré-escola]]></kwd>
<kwd lng="pt"><![CDATA[Prática de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Tratamento da Informação]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement a l´école maternelle]]></kwd>
<kwd lng="fr"><![CDATA[Formation des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Traitement de données]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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