<?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>S1665-24362022000200223</article-id>
<article-id pub-id-type="doi">10.12802/relime.22.2524</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O estudo de aula no desenvolvimento do conhecimento sobre o ensino da matemática de professores do 1.º ciclo]]></article-title>
<article-title xml:lang="en"><![CDATA[Lesson study in the development of knowledge about teaching mathematics by primary school teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Gorete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[João Pedro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>223</fpage>
<lpage>246</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362022000200223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362022000200223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362022000200223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é compreender as aprendizagens realizadas por cinco professores do 1.º ciclo o ensino básico participantes num estudo de aula que teve foco na aprendizagem da multiplicação por alunos do 2.º ano no que respeita ao conhecimento do aluno e dos seus processos de aprendizagem e ao conhecimento da prática letiva. É uma investigação qualitativa e interpretativa. A recolha de dados fez-se por observação participante através da elaboração de um diário de bordo, gravação áudio e vídeo das sessões e realização de uma entrevista semiestruturada coletiva. Os resultados confirmam o potencial do estudo de aula ao contribuir para que os professores aprofundassem o conhecimento sobre o pensamento do aluno e suas estratégias e dificuldades na aprendizagem de conceitos. Passaram a valorizar a preparação detalhada da sua ação em função do conhecimento prévio sobre os alunos, assim como a aprendizagem exploratória.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article is to understand the learning of five primary teachers participating in a class study that focused on learning multiplication by 2nd year students with regard to the student&#8217;s knowledge and learning processes and knowledge of teaching practice. It is a qualitative and interpretative investigation. Data collection was undertook by participant observation through the preparation of a research journal, audio and video recording of the sessions and conducting a semi-structured collective interview. The results confirm the potential of the LS by contributing to teachers to deepen their knowledge about the student&#8217;s thinking and their strategies and difficulties in learning concepts. They also valued the detailed preparation of their action taking into account the previous knowledge of the students, as well as about exploratory learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le but de cet article est de comprendre l&#8217;apprentissage effectué par cinq enseignants de primaire participant à une étude de classe axée sur l&#8217;apprentissage de la multiplication des par les élèves ence qui concerne la connaissance de l&#8217;élève et de leurs processus d&#8217;apprentissage et la connaissance de la pratique d&#8217;enseignement. Ils&#8217;agit d&#8217;une enquête qualitative et interprétative. La collecte de données a été effectuée par observation participant par l'écriture d&#8217;un journal de bord, l&#8217;enregistrement audio et vidéo des séances et la realization d&#8217;une entrevue collective semi-structurée. Les resultants confirment le potentiel de l&#8217;étude de classe en contribuant aux enseignants à développer des connaissances sur la pensée, les stratégies et les difficultés de l&#8217;élève dans l&#8217;apprentissage des concepts. Il sont commencé à apprécier la préparation détaillée de leur action en raison de connaissances antérieures sur les élèves, ainsi que sur l&#8217;apprentissage exploratoire.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es entender el aprendizaje realizado por cinco maestros que participan en un estudio de clase que se centró en la multiplicación de aprendizajes por parte de estudiantes de 2º año con respecto al conocimiento del estudiante y sus procesos de aprendizaje y el conocimiento de la práctica lectiva. Es una investigación cualitativa e interpretativa. La recopilación de datos fue realizada por la observación de los participantes a través de la preparación de un diario a bordo, grabación de audio y video de las sesiones y la realización de una entrevista colectiva semiestructurada. Los resultados confirman el potencial del estudio de clase al contribuir a los profesores para profundizar conocimientos sobre el pensamiento y las estrategias y las dificultades del estudiante en el aprendizaje de los conceptos. Comenzaron a valorar la preparación detallada de su acción debido a los conocimientos previos sobre los estudiantes, así como el aprendizaje exploratorio.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudo de aula]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento didático]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagens profissionais]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem da multiplicação]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="en"><![CDATA[Lesson study]]></kwd>
<kwd lng="en"><![CDATA[Didactic knowledge]]></kwd>
<kwd lng="en"><![CDATA[Professional learning]]></kwd>
<kwd lng="en"><![CDATA[Learning of multiplication]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="fr"><![CDATA[Étude de clase]]></kwd>
<kwd lng="fr"><![CDATA[Connaissance didactique]]></kwd>
<kwd lng="fr"><![CDATA[Profissional apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[Apprentissage de la multiplication]]></kwd>
<kwd lng="fr"><![CDATA[Mathématiques]]></kwd>
<kwd lng="es"><![CDATA[Estudio de clase]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento didáctico]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje profesional]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de la multiplicación]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Amado]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Manual de investigação qualitativa em educação]]></source>
<year>2013</year>
<publisher-name><![CDATA[Universidade de Coimbra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Thames]]></surname>
<given-names><![CDATA[M. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Phelps]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Content knowledge for teaching: What makes it special?]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year>2008</year>
<volume>59</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>389-407</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bardin]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Análise de conteúdo]]></source>
<year>2002</year>
<publisher-name><![CDATA[Edições Setenta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bezerra]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprendizagens e desenvolvimento profissional de professores que ensinam matemática nos anos iniciais do ensino fundamental no contexto da lessonstudy]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Presidente Prudente, SP ]]></publisher-loc>
<publisher-name><![CDATA[Faculdade de Ciência e Tecnologia, UNESP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bogdan]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Biklen]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigação qualitativa em educação: Uma introdução à teoria e aos métodos]]></source>
<year>1994</year>
<publisher-name><![CDATA[Porto Editora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brocardo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Delgado]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A multiplicação no contexto de sentido de número]]></article-title>
<source><![CDATA[Desenvolvendo o sentido de número: Materiais para o educador e para o professor do 1.º Ciclo]]></source>
<year>2005</year>
<volume>II</volume>
<page-range>9-17</page-range><publisher-name><![CDATA[APM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lewis]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Friedkin]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Emerson]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Henn]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Goldsmith]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How does lesson study work? Toward a theory of lesson study process and impact]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Huang]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Takahashi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[J.P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Theory and practices of lesson study in mathematics: An international perspective]]></source>
<year>2019</year>
<page-range>13-37</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McIntosh]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Reys]]></surname>
<given-names><![CDATA[B. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Reys]]></surname>
<given-names><![CDATA[R.E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A proposed framework for examining basic number sense]]></article-title>
<source><![CDATA[For the Learning of Mathematics]]></source>
<year>1992</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>2-8 &amp; 44</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[A aprendizagem da multiplicação numa perspetiva de desenvolvimento do sentido de número: Um estudo com alunos do 1.º Ciclo]]></source>
<year>2012</year>
<publisher-name><![CDATA[Universidade de Lisboa, Instituto de Educação]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Brocardo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A evolução dos procedimentos usados pelos alunos: Contributo de uma experiência de ensino centrada na multiplicação]]></article-title>
<source><![CDATA[Quadrante]]></source>
<year>2013</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>133-62</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<collab>Ministério da Educação</collab>
<article-title xml:lang=""><![CDATA[Aprendizagens Essenciais para o Ensino Básico]]></article-title>
<source><![CDATA[]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murata]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introduction: Conceptual overview of lesson study]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hart]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Alston]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Murata]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Lesson study research and practice in mathematics education: Learning together]]></source>
<year>2011</year>
<page-range>1-12</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murata]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Bofferding]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Pothen]]></surname>
<given-names><![CDATA[B. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[M. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Wischnia]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Making connections among student learning, content, and teaching: Teacher talk paths in elementary mathematics lesson study]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2012</year>
<volume>43</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>616-50</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<collab>National Council of Teachers of Mathematics</collab>
<source><![CDATA[Princípios e normas para a matemática escolar]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[APM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ni Shuilleabhain]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Clivaz]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Analyzing teacher learning in lesson study: Mathematical knowledge for teaching and levels of teacher activity]]></article-title>
<source><![CDATA[Quadrante]]></source>
<year>2017</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>99-125</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gestão curricular em Matemática]]></article-title>
<collab>GTI</collab>
<source><![CDATA[O professor e o desenvolvimento curricular]]></source>
<year>2005</year>
<page-range>11-34</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[APM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estudiando el conocimiento y el desarrolloprofisionaldelprofesorado de matemáticas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Planas]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teoria, critica y práctica de la educación matemática]]></source>
<year>2012</year>
<page-range>83-98</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Mata-Pereira]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Quaresma]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Velez]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação de professores dos primeiros anos em articulação com o contexto de prática de ensino de Matemática]]></article-title>
<source><![CDATA[RELIME]]></source>
<year>2017</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>71-94</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Remar contra a maré: A construção do conhecimento e da identidade profissional na formação inicial]]></article-title>
<source><![CDATA[Revista de Educação]]></source>
<year>2002</year>
<volume>11</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>145-63</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Quaresma]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Mata-Pereira]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O estudo de aula como processo de desenvolvimento profissional de professores de Matemática]]></article-title>
<source><![CDATA[BOLEMA]]></source>
<year>2016</year>
<volume>30</volume>
<numero>56</numero>
<issue>56</issue>
<page-range>868-91</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Serrazina]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Didáctica da matemática do 1.º ciclo]]></source>
<year>2000</year>
<publisher-name><![CDATA[Universidade Aberta]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Puchner]]></surname>
<given-names><![CDATA[L. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[A. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lesson study, collaboration and teacher efficacy: Stories from two school-based math lesson study groups]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2006</year>
<volume>22</volume>
<page-range>922-34</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quaresma]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dinâmicas de aprendizagem de professores de Matemática no diagnóstico dos conhecimentos dos alunos num estudo de aula]]></article-title>
<source><![CDATA[Quadrante]]></source>
<year>2017</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>43-68</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[M. I.]]></given-names>
</name>
<name>
<surname><![CDATA[Menino]]></surname>
<given-names><![CDATA[H. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desenvolvimento do sentido do número na multiplicação: Um estudo de caso com crianças de 7/8 anos]]></article-title>
<source><![CDATA[RELIME]]></source>
<year>2009</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>103-34</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sack]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Vazquez]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The intersection of lesson study and design research: A 3-d visualization development project for the elementary mathematics curriculum]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hart]]></surname>
<given-names><![CDATA[L.C.]]></given-names>
</name>
<name>
<surname><![CDATA[Alston]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Murata]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Lesson study research and practice in mathematics education: Learning together]]></source>
<year>2011</year>
<publisher-loc><![CDATA[201-220 ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Soto Gómez]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez Gómez]]></surname>
<given-names><![CDATA[Á. I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lessons studies: un viaje de ida y vuelta recreando el aprendizaje compreensivo]]></article-title>
<source><![CDATA[Revista Interuniversitaria de Formación del Profesorado]]></source>
<year>2015</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>15-28</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Those who understand: Knowledge growth in teaching]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>1986</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>4-14</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge and teaching: Foundations of the new reform]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1987</year>
<volume>57</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-22</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Treffers]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Buys]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Grade 2 (and 3) calculation up to 100]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Heuvel-Panhuizen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Children learn mathematics]]></source>
<year>2001</year>
<page-range>61-88</page-range><publisher-name><![CDATA[Freudenthal Institute]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Widjaja]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Vale]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Groves]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Doig]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; professional growth through engagement with lesson study]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2017</year>
<volume>20</volume>
<page-range>357-83</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
