<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892018000200106</article-id>
<article-id pub-id-type="doi">10.24844/em3002.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento común del contenido del estudiante para profesor sobre fracciones y decimales]]></article-title>
<article-title xml:lang="en"><![CDATA[Pre-service Teacher's Common Content Knowledge about the Fractions and Decimals]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Retana]]></surname>
<given-names><![CDATA[Juan Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eudave Muñoz]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>30</volume>
<numero>2</numero>
<fpage>106</fpage>
<lpage>139</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892018000200106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892018000200106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892018000200106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El aprendizaje de las fracciones y los decimales representa una dificultad para los estudiantes de educación primaria, lo que implica un reto para los profesores, en especial para quienes se están formando como docentes de educación básica. El presente artículo analiza el Conocimiento Común del Contenido sobre fracciones y decimales de estudiantes que aspiran a ser profesores de primaria. Se utilizó el Modelo del Conocimiento Matemático para la Enseñanza para analizar el conocimiento de los futuros maestros. Se aplicó una prueba de conocimientos sobre fracciones y decimales que se enseñan en la escuela primaria a 275 alumnos de 5º y 7º semestres de dos escuelas formadoras de docentes. Entre los principales resultados se destaca que, en su mayoría, los futuros profesores tienen los conocimientos deseados en un egresado de la educación primaria y presentan mayor dificultad en resolver problemas que involucran el uso de fracciones que aquellos que implican decimales. Se detectaron algunos errores en los procesos de resolución de problemas que son elementales en el manejo de fracciones y decimales. El estudio aporta una reflexión sobre la implicación de estos conocimientos para las exigencias que el programa curricular de educación primaria demanda.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The learning of fractions and decimals represents a difficulty for elementary school students, which implies a challenge for teachers, and especially for those who are being trained as teachers of elementary school. This article analyzes the Common Knowledge Content about fractions and decimals of students who pursue to become elementary school teachers. The Model of Mathematical Knowledge for Teaching was used to analyze the future teachers&#8217; knowledge. A knowledge test about fractions and decimals taught in elementary school was applied to 275 students from 5th and 7th semesters at two teachers&#8217; training schools. Within the main findings, it is notable that most of the future teachers own the expected knowledge of an elementary school graduate; moreover, they have a higher difficulty to solve problems that involve the use of fractions than those involving decimals. Some errors were detected in the problema-solving processes which are basic when handling fractions and decimals. The study provides a reflection about the implication of this knowledge to address the demands of the elementary school curriculum program.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conocimiento matemático para la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[conocimiento matemático del profesor]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[mathematical knowledge for teaching]]></kwd>
<kwd lng="en"><![CDATA[teacher&#8217;s mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[teaching Mathematics]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Abad]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Olea]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ponsoda]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Revuelta]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Introducción a la Psicometría. Teoría Clásica de los Test y Teoría de la Respuesta al Ítem. Universidad Autónoma de Madrid]]></source>
<year>2004</year>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ávila]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Los decimales más que una escritura]]></source>
<year>2008</year>
<publisher-loc><![CDATA[México, D.F. ]]></publisher-loc>
<publisher-name><![CDATA[Instituto Nacional para la Evaluación de la Educación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Halves, Pieces, and Twoths: Constructing Representational Contexts in Teaching Fractions]]></article-title>
<source><![CDATA[Craft Paper]]></source>
<year>1990</year>
<volume>90</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bridging Practices. Intertwining Content and Pedagogy in Teaching and Learning to Teach]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year>2000</year>
<volume>51</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>241-7</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What Mathematical Knowledge is Needed for Teaching Mathematics]]></article-title>
<source><![CDATA[Secretary&#8217;s Summit on Mathematics, US Department of Education]]></source>
<year>2003</year>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowing Mathematics for Teaching]]></article-title>
<source><![CDATA[American Educator]]></source>
<year>2005</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>15-23</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Bass]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Hill]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Sleep]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Phelps]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Thames]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mathematics Teaching and Learning to Teach]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[Quantity and Diversity]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Thames]]></surname>
<given-names><![CDATA[M.]]></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="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Climent]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz-Catalán]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Determining Specialized Knowledge for Mathematics Teaching]]></article-title>
<source><![CDATA[Proceedings of CERME 8]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Centeno]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Los números decimales. ¿Por qué?, ¿Para qué?]]></source>
<year>1988</year>
<publisher-loc><![CDATA[Madrid, España ]]></publisher-loc>
<publisher-name><![CDATA[Síntesis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Zakaryan]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz-Catalán]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Climent]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An Exploratory Study about Student Teachers&#8217; Numerical Competences]]></article-title>
<source><![CDATA[Bolema: Boletim de Educação Matemática]]></source>
<year>2012</year>
<volume>26</volume>
<numero>42B</numero>
<issue>42B</issue>
<page-range>433-58</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Durmu&#351;]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identifying Preservice Elementary School Teachers&#8217; Conceptualization Levels of Rational Numbers]]></article-title>
<source><![CDATA[Educational Sciences: Theory y Practice]]></source>
<year>2005</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>659-65</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fandiño]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Las fracciones. Aspectos conceptuales y didácticos]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Colombia ]]></publisher-loc>
<publisher-name><![CDATA[Magisterio]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Figueiras]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El conocimiento del profesorado necesario para una educación matemática continua]]></article-title>
<source><![CDATA[Investigación en Educación Matemática]]></source>
<year>2010</year>
<page-range>291-301</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resultados Nacionales del Tercer Estudio Regional Comparativo y Explicativo]]></article-title>
<source><![CDATA[TERCE 2013]]></source>
<year>2016</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[Instituto Nacional para la Evaluación de la Educación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flores-Medrano]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Escudero]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Theoretical Review of Specialized Content Knowledge]]></article-title>
<source><![CDATA[Proceedings of CERME 8]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gairín]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estudiantes para maestros: reflexiones sobre la instrucción en los números racionales positivos]]></article-title>
<source><![CDATA[Contextos Educativos. Revista de Educación]]></source>
<year>2013</year>
<volume>0</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>235-60</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un enfoque ontosemiótico del conocimiento y la instrucción matemática]]></article-title>
<source><![CDATA[ZDM. The International Journal on Mathematics Education]]></source>
<year>2007</year>
<volume>39</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>127-35</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hill]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Schilling]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing Measure of Teachers Mathematics Knowledge for Teaching]]></article-title>
<source><![CDATA[The Elementary School Journal]]></source>
<year>2004</year>
<numero>105</numero>
<issue>105</issue>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hill]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Rowan]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of Teachers&#8217; Mathematical Knowledge for Teaching on Student Achievement]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>2005</year>
<volume>42</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>371-406</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hill]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Schilling]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers&#8217; Topic-Specific Knowledge of Students]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2008</year>
<volume>39</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>372-400</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<collab>Instituto Nacional para la Evaluación de la Educación</collab>
<source><![CDATA[El aprendizaje en sexto de primaria en México, informe sobre los resultados Excale 06, aplicación 2009. Español, Matemáticas, Ciencias Naturales y Educación Cívica]]></source>
<year>2013</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[INEE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="">
<collab>Instituto Nacional para la Evaluación de la Educación</collab>
<source><![CDATA[Plan Nacional para la Evaluación de los aprendizajes 2015. Resultados Nacionales de Logro]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kieren]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Personal Knowledge of Rational Numbers: Its Intuitive and Formal Development]]></article-title>
<source><![CDATA[Number-concepts and Operations in the Middle Grades]]></source>
<year>1988</year>
<page-range>53-92</page-range><publisher-loc><![CDATA[Reston, VA ]]></publisher-loc>
<publisher-name><![CDATA[National Council of Teachers of Mathematics]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Giné]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Figueiras]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Deulofeu]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El conocimiento del horizonte matemático: más allá de conectar el presente con el pasado y el futuro]]></article-title>
<source><![CDATA[Investigación en Educación Matemática]]></source>
<year>2011</year>
<numero>XV</numero>
<issue>XV</issue>
<page-range>429-38</page-range><publisher-loc><![CDATA[Ciudad Real ]]></publisher-loc>
<publisher-name><![CDATA[Sociedad Española de Investigación en Educación Matemática]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Liñán]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz-Catalán]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Climent]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conocimiento de aritmética de futuros maestros: debilidades y fortalezas]]></article-title>
<source><![CDATA[Revista Educación]]></source>
<year>2015</year>
<numero>367</numero>
<issue>367</issue>
<page-range>36-62</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Newton]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An Extensive Analysis of Preservice Elementary Teachers&#8217; Knowledge of Fractions]]></article-title>
<source><![CDATA[American Educational Research Journal]]></source>
<year>2008</year>
<volume>45</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1080-110</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Peterson]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Hashisaki]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El sistema de los números racionales]]></article-title>
<source><![CDATA[Teoría de la aritmética]]></source>
<year>1980</year>
<page-range>197-245</page-range><publisher-loc><![CDATA[México, D.F. ]]></publisher-loc>
<publisher-name><![CDATA[Limusa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perspectiva ampliada del conocimiento didáctico-matemático del profesor]]></article-title>
<source><![CDATA[Paradigma]]></source>
<year>2015</year>
<volume>XXXVI</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>87-109</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schoenfeld]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Kilpatrick]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Toward a Theory of Proficiency in Teaching Mathematics]]></article-title>
<source><![CDATA[International Handbook of Mathematics Teacher Education: Vol. 2. Tools and Processes in Mathematics Teacher Education]]></source>
<year>2008</year>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<collab>Secretaría de Educación Pública</collab>
<source><![CDATA[Plan de Estudios 2011]]></source>
<year>2011</year>
<publisher-name><![CDATA[SEP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<collab>Secretaría de Educación Pública</collab>
<source><![CDATA[Aritmética, su aprendizaje y enseñanza]]></source>
<year>2013</year>
<edition>Primera</edition>
<publisher-loc><![CDATA[México, D.F. ]]></publisher-loc>
<publisher-name><![CDATA[Secretaría de Educación Pública]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<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="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowlendge and Teaching Fundations of the New Reform]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1987</year>
<volume>52</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sosa]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Conocimiento matemático para la enseñanza en bachillerato: un estudio de dos casos]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Huelva, España ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Huelva]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
