<?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>S1665-24362023000300327</article-id>
<article-id pub-id-type="doi">10.12802/relime.23.2633</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Exploring learning opportunities for primary teachers: the case of knowledge for teaching early algebra]]></article-title>
</title-group>
<contrib-group>
<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 contrib-type="author">
<name>
<surname><![CDATA[Aguiar]]></surname>
<given-names><![CDATA[Marcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[André Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elias]]></surname>
<given-names><![CDATA[Henrique Rizek]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</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>3</numero>
<fpage>327</fpage>
<lpage>356</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362023000300327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362023000300327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362023000300327&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Understanding how to constitute and develop opportunities for primary teachers teach early algebra to younger children is still an important research gap. In this paper, we bring results of a research program developed in Brazil over the past five years. We aim to discuss how professional learning opportunities emerged when teachers collectively planned, discussed, and analyzed lessons involving different meanings of the equality symbol and the development of functional thinking. Developed from the perspective of a qualitative-interpretative research, data analyzed consists of curriculum documents, protocols for the resolution of formative tasks, audios and videos collected during teacher education processes for in-service teachers. The results highlight that professional learning tasks, combined with the actions of teacher educators during collective discussions, favored in-service teachers to differentiate and understand the students&#8217; reasoning. Some implications for teacher education as well as the professional development of primary teachers are discussed, especially regarding early algebra thinking, because teachers do not normally have the opportunity to study these contents on their own experiences in school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Comprender cómo constituir y desarrollar oportunidades para que los maestros de primaria enseñen álgebra temprana a niños sigue siendo un importante vacío en la investigación. En este artículo presentamos los resultados de un programa de investigación desarrollado en Brasil durante los últimos cinco años. Nuestro objetivo es discutir cómo surgieron oportunidades de aprendizaje profesional cuando los maestros planificaron, discutieron y analizaron colectivamente lecciones que involucraban diferentes significados del símbolo de igualdad y el desarrollo del pensamiento funcional. Desarrollados desde la perspectiva de una investigación cualitativa-interpretativa, los datos analizados consisten en documentos curriculares, protocolos para la resolución de tareas formativas, audios y videos recopilados durante procesos de formación docente para docentes en servicio. Los resultados destacan que las tareas de aprendizaje profesional, combinadas con las acciones de los formadores de docentes durante las discusiones colectivas, favorecieron a los profesores en servicio para diferenciar y comprender el razonamiento de los estudiantes. Se discuten algunas implicaciones para la formación docente, así como el desarrollo profesional de los maestros de primaria, especialmente en relación con el pensamiento algebraico temprano, ya que los maestros normalmente no tienen la oportunidad de estudiar estos contenidos en sus propias experiencias en la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Compreender como constituir e desenvolver oportunidades para professores primários ensinarem Early Álgebra a crianças ainda é uma importante lacuna de pesquisa. Neste artigo, trazemos resultados de um programa de pesquisa desenvolvido no Brasil nos últimos cinco anos. Nosso objetivo é discutir como as oportunidades de aprendizagem profissional surgiram quando os professores planejaram, discutiram e analisaram coletivamente aulas envolvendo diferentes significados do símbolo da igualdade e o desenvolvimento do pensamento funcional. Desenvolvidos na perspectiva de uma pesquisa qualitativo-interpretativa, os dados analisados &#8203;&#8203;consistem em documentos curriculares, protocolos para a resolução de tarefas formativas, áudios e vídeos coletados durante os processos de formação de professores em serviço. Os resultados destacam que as tarefas de aprendizagem profissional, combinadas com as ações dos formadores de professores durante as discussões coletivas, favoreceram os professores em serviço para diferenciar e compreender o raciocínio dos alunos. São discutidas algumas implicações para a formação de professores, bem como para o desenvolvimento profissional dos professores primários, especialmente no que diz respeito ao pensamento inicial da álgebra, pois os professores normalmente não têm a oportunidade de estudar esses conteúdos em suas próprias experiências na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Comprendre comment constituer et développer des opportunités pour les enseignants du primaire d'enseigner l'algèbre précoce aux jeunes enfants reste une lacune importante dans la recherche. Dans cet article, nous apportons les résultats d'un programme de recherche développé au Brésil au cours des cinq dernières années. Nous visons à discuter de la façon dont les opportunités d'apprentissage professionnel ont émergé lorsque les enseignants ont collectivement planifié, discuté et analysé des leçons impliquant différentes significations du symbole d'égalité et le développement de la pensée fonctionnelle. Développées dans la perspective d'une recherche qualitative-interprétative, les données analysées consistent en des documents curriculaires, des protocoles pour la résolution de tâches formatives, des audios et des vidéos collectés au cours des processus de formation des enseignants pour les enseignants en service. Les résultats mettent en évidence que les tâches d'apprentissage professionnel, combinées aux actions des formateurs d'enseignants lors de discussions collectives, ont favorisé les enseignants en poste pour différencier et comprendre le raisonnement des élèves. Certaines implications pour la formation des enseignants ainsi que le développement professionnel des enseignants du primaire sont discutées, en particulier en ce qui concerne la réflexion précoce sur l'algèbre, car les enseignants n'ont normalement pas la possibilité d'étudier ces contenus sur leurs propres expériences à l'école.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Teacher learning opportunity]]></kwd>
<kwd lng="en"><![CDATA[Teacher educator]]></kwd>
<kwd lng="en"><![CDATA[Professional learning tasks]]></kwd>
<kwd lng="en"><![CDATA[Primary teacher practice]]></kwd>
<kwd lng="en"><![CDATA[Early Algebra]]></kwd>
<kwd lng="es"><![CDATA[Oportunidad de aprendizaje docente]]></kwd>
<kwd lng="es"><![CDATA[Formador de docentes]]></kwd>
<kwd lng="es"><![CDATA[Tareas de aprendizaje profesional]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente de primaria]]></kwd>
<kwd lng="es"><![CDATA[Álgebra temprana]]></kwd>
<kwd lng="pt"><![CDATA[Oportunidade de aprendizagem de professores]]></kwd>
<kwd lng="pt"><![CDATA[Formador de professores]]></kwd>
<kwd lng="pt"><![CDATA[Tarefas de aprendizagem profissional]]></kwd>
<kwd lng="pt"><![CDATA[Prática de professores primários]]></kwd>
<kwd lng="pt"><![CDATA[Álgebra precoce]]></kwd>
<kwd lng="fr"><![CDATA[Opportunité d'apprentissage des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Formateur d'enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Tâches d'apprentissage professionnel]]></kwd>
<kwd lng="fr"><![CDATA[Pratique des enseignants du primaire]]></kwd>
<kwd lng="fr"><![CDATA[Algèbre précoce]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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