<?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>S1665-24362025000100204</article-id>
<article-id pub-id-type="doi">10.12802/relime.2025.28.e492</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma relação imbricada entre níveis de Conhecimento Especializado e Interpretativo do professor em isometrias]]></article-title>
<article-title xml:lang="en"><![CDATA[An intertwined relationship between levels of Interpretative and Specialised Knowledge of the teacher in isometries]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Caroline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Miguel]]></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 Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362025000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A especialização do conhecimento do professor de matemática é entendida a partir do Mathematics Teacher&#8217;s Specialised Knowledge e do Conhecimento Interpretativo. Para melhor compreender esse conhecimento, objetiva-se responder: que Conhecimento Interpretativo revelam professores de matemática que participam de um contexto formativo e como os níveis desse conhecimento se relacionam com os níveis de Conhecimento Matemático Especializado revelado no âmbito da translação e rotação? Para tal, foram implementadas Tarefas Interpretativas em um contexto formativo, com 15 professores de matemática, visando aceder e desenvolver o seu Conhecimento Interpretativo e Especializado. Os resultados indicam uma relação imbricada entre os níveis desses conhecimentos, de tal forma que a interpretação que o professor realiza é impactada pelo conteúdo do seu Conhecimento Especializado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The specialization of mathematic teachers&#8217; knowledge is perceived from the Mathematics Teacher&#8217;s Specialised Knowledge and Interpretative Knowledge perspectives. To better understand the content of such knowledge we seek to answer the following question: what Interpretive Knowledge reveals mathematics teachers participating in a professional development context, and how the level of such knowledge relates to the levels of teachers&#8217; Mathematical Specialised Knowledge in the scope of translation and rotation? For doing so, Interpretative Tasks were implemented in a teacher education context with 15 mathematics teachers aimed at accessing and developing teachers Interpretative and Specialised knowledge. The results pinpoint an intertwined relationship between the levels of this knowledge, in which a way that the interpretation that the teacher makes is impacted by the content of his/her Specialised Knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La especialización del conocimiento del profesor de matemática se entiende desde el Mathematics Teacher&#8217;s Specialised Knowledge y el Conocimiento Interpretativo. Para mejor comprender el contenido de dichos conocimientos, consideramos la siguiente pregunta: ¿qué Conocimiento Interpretativo revelan profesores de matemática que participan en un contexto formativo y cómo los niveles de dichos conocimientos se relacionan con los niveles del conocimiento matemático especializado en el ámbito de la traslación y rotación? Se implementaron Tareas Interpretativas en un contexto formativo con 15 profesores de matemática. Los resultados indican una relación entrelazada entre los niveles de este conocimiento, de tal manera que la interpretación que realiza el profesor es impactada por el contenido de su Conocimiento Especializado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La spécialisation de connaissance de l&#8217;enseignant de mathématique s&#8217;entend à partir des Mathematics Teacher&#8217;s Specialised Knowledge et de Connaissance Interprétative. Pour mieux comprendre ces connaissances, l'objectif est de répondre : quel connaissance interprétative et révélées par les professeurs de mathématique qui participent à un contexte de formation et comment les niveaux de ces connaissances sont-ils liés aux niveaux de connaissance mathématique révélés dans le cadre de la translation et rotation ? À cette fin, des tâches interprétatives ont été mises en &#339;uvre dans un contexte de formation, auprès de 15 professeurs de mathématiques, visant à accéder et à développer leurs connaissances interprétatives et spécialisées. Les résultats indiquent une relation entrelacée entre les niveaux de ces connaissances, de telle sorte que l'interprétation que réalise l'enseignant est influencée par le contenu de ses connaissance spécialisée.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento Interpretativo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Especializado]]></kwd>
<kwd lng="pt"><![CDATA[Tarefas Interpretativas]]></kwd>
<kwd lng="pt"><![CDATA[Translação]]></kwd>
<kwd lng="pt"><![CDATA[Rotação]]></kwd>
<kwd lng="en"><![CDATA[Interpretative Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Specialised Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Interpretative Tasks]]></kwd>
<kwd lng="en"><![CDATA[Translation]]></kwd>
<kwd lng="en"><![CDATA[Rotation]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Interpretativo]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Especializado]]></kwd>
<kwd lng="es"><![CDATA[Tareas Interpretativas]]></kwd>
<kwd lng="es"><![CDATA[Translación]]></kwd>
<kwd lng="es"><![CDATA[Rotación]]></kwd>
<kwd lng="fr"><![CDATA[Connaissance Interprétative]]></kwd>
<kwd lng="fr"><![CDATA[Connaissances spécialisées]]></kwd>
<kwd lng="fr"><![CDATA[Tâches d'interprétation]]></kwd>
<kwd lng="fr"><![CDATA[Translation]]></kwd>
<kwd lng="fr"><![CDATA[Rotation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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