<?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>S1665-24362021000200207</article-id>
<article-id pub-id-type="doi">10.12802/relime.21.2424</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudio interregional comparado de la Educación Matemática en la formación inicial del profesorado de Educación Primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Comparative interregional study of Mathematical Education for preservice Primary Teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Naya-Rivero]]></surname>
<given-names><![CDATA[Ma Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Sánchez]]></surname>
<given-names><![CDATA[Tania F.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rumbo-Arcas]]></surname>
<given-names><![CDATA[Ma Begoña]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segade-Pampín]]></surname>
<given-names><![CDATA[Ma Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Coruña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Coruña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Coruña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto de Educación Secundaria de la Comunidad Autónoma de Galicia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>207</fpage>
<lpage>233</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362021000200207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362021000200207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362021000200207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se analiza la formación inicial en Educación Matemática del Grado en Educación Primaria en las universidades públicas de España. El objetivo es estudiar el tipo de conocimiento matemático presente en los planes de estudio de estas titulaciones. Para ello se realiza un estudio comparado de las guías docentes, cuyo análisis parte de dos parámetros de comparación, basándose en el informe TEDS- M International: el conocimiento del contenido matemático y el conocimiento del contenido pedagógico. Los principales resultados obtenidos muestran una gran variabilidad en la distribución del número y carácter de ECTS ofertados; y el predominio del conocimiento del contenido matemático en relación al contenido pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article analyses the initial training in Mathematical Education of the Degree in Primary Education in the public universities in Spain. The aim is to study the type of mathematical knowledge defined in syllabus. For this purpose, it has been carried out a comparative study about preservice teachers&#8217; curriculum. Two comparison parameters included in the TEDS-M International report have been into account: knowledge of mathematical content and knowledge of pedagogical content. The results obtained show a high variability in the distribution of the number and nature of ECTS offered and a prevalence of the knowledge of the mathematical content in relation to the pedagogical content.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo analisamos a formação inicial em Educação Matemática do Ensino Básico nas universidades públicas em Espanha. O objectivo é estudar o tipo de conhecimentos matemáticos presentes nos currículos destas licenciaturas. Para o efeito, é realizado um estudo comparativo dos guias de ensino, cuja análise se baseia em dois parâmetros de comparação, com base no relatório TEDS-M International: conhecimento do conteúdo matemático e conhecimento do conteúdo pedagógico. Os principais resultados obtidos mostram uma grande variabilidade na distribuição do número e carácter dos ECTS oferecidos; e a predominância do conhecimento do conteúdo matemático em relação ao conteúdo pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article traite de réaliser une analyse comparative de la formation initiale en mathématiques de l&#8217;enseignement primaire dans les universités publiques en Espagne. L&#8217;objectif est d&#8217;étudier le type de connaissances mathématiques présentes dans les programmes d&#8217;études de ces diplômes. À cette fin, une étude comparative des guides pédagogiques est réalisée, dont l&#8217;analyse commence à partir de deux paramètres de comparaison, sur la base du rapport TEDS- M International: la connaissance du contenu mathématique et la connaissance du contenu pédagogique. Les principaux résultats obtenus montrent une grande variabilité dans la distribution du nombre et du caractère des ECTS offerts; et la prédominance de la connaissance du contenu mathématique par rapport au contenu pédagogique.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación Inicial de Profesorado]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="es"><![CDATA[Plan de Estudios]]></kwd>
<kwd lng="en"><![CDATA[Preservice Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Primary Education]]></kwd>
<kwd lng="en"><![CDATA[Syllabus]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Básico]]></kwd>
<kwd lng="pt"><![CDATA[Curriculum]]></kwd>
<kwd lng="fr"><![CDATA[Formation initiale des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[École primaire]]></kwd>
<kwd lng="fr"><![CDATA[Programme d&#8217;études]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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