<?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>S1665-24362023000200176</article-id>
<article-id pub-id-type="doi">10.12802/relime.23.2622</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tarefas de aprendizagem profissional na formação de professores de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional Learning Tasks in mathematics teachers' professional development]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Miriam Criez Nobrega]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Valdir Alves da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Marcel Messias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Alessandro Jacques]]></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 Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<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>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>176</fpage>
<lpage>200</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362023000200176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362023000200176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362023000200176&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo apresenta resultados de um estudo que se propôs a compreender de que forma o design e a implementação de uma Tarefa de Aprendizagem Profissional contribuíram para a identificação de conhecimentos, matemático e didático, de professores de matemática enquanto participantes de um processo formativo. Enquadra-se em uma perspectiva qualitativo-interpretativa, em que a recolha de dados foi proveniente dos áudios do planejamento, de seu design, de áudios e vídeos das discussões dos subgrupos e da plenária do segundo encontro. Os resultados mostram que, a partir da tarefa de aprendizagem profissional planejada e implementada, foi possível suscitar a identificação de conhecimentos de professores, além de evidenciar a articulação entre os componentes das Tarefas de Aprendizagem Profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta los resultados de un estudio que tuvo como objetivo comprender cómo el diseño e implementación de una Tarea de Aprendizaje Profesional contribuyó a la identificación de conocimientos matemáticos y didácticos de los docentes de matemáticas en un proceso de formación. Se enmarca en una perspectiva cualitativo-interpretativa, en la que la recolección de datos provino de los audios de la planificación, el diseño, audios y videos de las discusiones en los subgrupos y la plenaria de la segunda reunión. Los resultados muestran que, a partir de la tarea de aprendizaje profesional planificada e implementada fue posible elevar el conocimiento de los docentes, además de mostrar la articulación entre los componentes de las Tareas de Aprendizaje Profesional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents the results of a study that aimed to understand how the design and implementation of a Professional Learning Task contributed to the identification of mathematical and didactic knowledge of mathematics teachers as participants in a professional development. It fits into a qualitative-interpretive perspective, in which data collection came from the planning audios, its design, audios and videos of the discussions in the subgroups and the plenary of the second meeting. The results show that, from the professional learning task planned and implemented, it was possible to raise the knowledge of teachers, in addition to showing the articulation between the components of the Professional Learning Tasks.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;article présente les résultats d&#8217;une étude visant à comprendre comment la conception et la mise en &#339;uvre d&#8217;une tâche d&#8217;apprentissage professionnel ont contribué à l&#8217;enquête sur les connaissances mathématiques et didactiques des enseignants de mathématiques en tant que participants à un processus de formation. Il s&#8217;inscrit dans une perspective qualitative-interprétative, dans laquelle la collecte de données est venue des audios de planification, de sa conception, des audios et des vidéos des discussions dans les sous-groupes et la plénière de la deuxième réunion. Les résultats montrent qu&#8217;à partir de la tâche d&#8217;apprentissage professionnel planifiée et mise en &#339;uvre, il a été possible d&#8217;élever les connaissances des enseignants, en plus de montrer l&#8217;articulation entre les composantes des tâches d&#8217;apprentissage professionnel.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tareas de aprendizaje profesional]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje profesional de profesores de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de álgebra]]></kwd>
<kwd lng="en"><![CDATA[Professional learning tasks]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[Professional learning of mathematics teachers]]></kwd>
<kwd lng="en"><![CDATA[Teaching algebra]]></kwd>
<kwd lng="pt"><![CDATA[Tarefas de aprendizagem profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem profissional de professores de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de álgebra]]></kwd>
<kwd lng="fr"><![CDATA[Tâches d&#8217;apprentissage professionnel]]></kwd>
<kwd lng="fr"><![CDATA[Formation des professeurs de mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Formation professionnelle des professeurs de mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement de l&#8217;algèbre]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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