<?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>S1665-24362021000200121</article-id>
<article-id pub-id-type="doi">10.12802/relime.21.2421</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Mathematical modeling from the eyes of preservice teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ta&#351;pinar &#350;ener]]></surname>
<given-names><![CDATA[Zehra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dede]]></surname>
<given-names><![CDATA[Yüksel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Yildiz Technical University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Turkey</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Gazi University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Turkey</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>121</fpage>
<lpage>150</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362021000200121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362021000200121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362021000200121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Using preservice teachers&#8217; (PTs) opinions as its base, this study seeks to shed light on the process followed by PTs in teaching mathematical modeling to middle school students. The study group was composed of 18 middle school mathematics PTs, each of whom was selected using purposeful sampling. During the research period, PTs travelled in groups to the schools where they were to perform their practicum. Lessons were video recorded, and PTs shared these recordings and their classroom experiences with their peers. As a result of the analysis, the study&#8217;s findings were grouped into four main themes: (i) opinions regarding activities, (ii) opinions regarding preservice teachers, (iii) opinions regarding students, and (iv) opinions regarding mathematics teachers. Discussion of these findings revolved around both teacher training and mathematical modeling, which then led to several recommendations being made.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Utilizando las opiniones de los docentes en servicio como base, este estudio busca arrojar luz sobre el proceso seguido por los docentes en servicio en la enseñanza del modelado matemático a estudiantes de secundaria. El grupo de estudio estaba compuesto por 18 maestros de pre-servicio de matemáticas de la escuela intermedia, cada uno de los cuales fue seleccionado mediante muestreo intencional. Durante el período de investigación, los participantes viajaron en grupos a las escuelas donde debían realizar su práctica. Las lecciones fueron grabadas en video, y los participantes compartieron estas grabaciones y sus experiencias en el aula con sus compañeros. Como resultado del análisis, los hallazgos del estudio se agruparon en cuatro temas principales: (i) opiniones con respecto a actividades, (ii) opiniones con respecto a maestros en servicio, (iii) opiniones con respecto a estudiantes y (iv) opiniones con respecto a maestros de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo La discusión de estos hallazgos giraba en torno a la formación del profesorado y el modelado matemático, lo que llevó a varias recomendaciones. Usando as opiniões dos professores de preservice como base, este estudo procura esclarecer o processo seguido pelos professores de preservice no ensino de modelagem matemática para alunos do ensino médio. O grupo de estudo foi composto por 18 professores de matemática do ensino médio, cada um dos quais foi selecionado por meio de amostragem intencional. Durante o período da pesquisa, os participantes viajaram em grupos para as escolas onde deveriam realizar seu estágio. As aulas foram gravadas em vídeo e os participantes compartilharam essas gravações e suas experiências em sala de aula com seus colegas. Como resultado da análise, as conclusões do estudo foram agrupadas em quatro temas principais: (i) opiniões sobre atividades, (ii) opiniões sobre professores de preservação, (iii) opiniões sobre estudantes e (iv) opiniões sobre professores de matemática. A discussão dessas descobertas girou em torno da formação de professores e da modelagem matemática, o que levou a várias recomendações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé En se fondant sur les opinions des enseignants de pré-requis quant à sa base, cette étude vise à mettre en lumière le processus suivi par les enseignants de pré-requis dans l&#8217;enseignement de la modélisation mathématique aux élèves du secondaire. Le groupe d&#8217;étude était composé de 18 enseignants du secondaire en mathématiques du secondaire, dont chacun a été sélectionné à l&#8217;aide d&#8217;un échantillonnage ciblé. Pendant la période de recherche, les participants se sont rendus en groupe dans les écoles où ils devaient effectuer leur stage. Les leçons ont été enregistrées sur vidéo et les participants ont partagé ces enregistrements et leurs expériences en classe avec leurs pairs. À la suite de l&#8217;analyse, les résultats de l&#8217;étude ont été regroupés en quatre thèmes principaux: (i) les opinions concernant les activités, (ii) les opinions concernant les enseignants préposés à l&#8217;entretien, (iii) les opinions concernant les élèves et (iv) les opinions concernant les professeurs de mathématiques. La discussion de ces résultats a tourné autour de la formation des enseignants et de la modélisation mathématique, ce qui a conduit à plusieurs recommandations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Modelación matemática]]></kwd>
<kwd lng="es"><![CDATA[Profesores de matemática en servicio]]></kwd>
<kwd lng="es"><![CDATA[Actividades de modelado matemático]]></kwd>
<kwd lng="es"><![CDATA[Ejecución de actividades]]></kwd>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="en"><![CDATA[Mathematical modeling]]></kwd>
<kwd lng="en"><![CDATA[Preservice mathematics teachers]]></kwd>
<kwd lng="en"><![CDATA[Mathematical modeling activities]]></kwd>
<kwd lng="en"><![CDATA[Execution of activities]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="pt"><![CDATA[Modelagem matemática]]></kwd>
<kwd lng="pt"><![CDATA[Professores de matemática preservice]]></kwd>
<kwd lng="pt"><![CDATA[Atividades de modelagem matemática]]></kwd>
<kwd lng="pt"><![CDATA[Execução de atividades]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="fr"><![CDATA[Modélisation mathématique]]></kwd>
<kwd lng="fr"><![CDATA[Professeurs de mathématiques de base]]></kwd>
<kwd lng="fr"><![CDATA[Activités de modélisation mathématique]]></kwd>
<kwd lng="fr"><![CDATA[Exécution d&#8217;activités]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement des mathématiques]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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