<?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>S2448-80892020000200008</article-id>
<article-id pub-id-type="doi">10.24844/em3202.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El Conocimiento Didáctico del Contenido: Bases teóricas y metodológicas para su caracterización como parte del conocimiento especializado del profesor de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Content Knowledge: Theoretical and methodological bases for its characterization as an element of a mathematics teacher&#8217;s specialised knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escudero-Ávila]]></surname>
<given-names><![CDATA[Dinazar Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrillo Yáñez]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,eadinazar@hotmail.com  ]]></institution>
<addr-line><![CDATA[ Puebla]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Huelva Facultad de Educación, Psicología y Ciencias del Deporte ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>2</numero>
<fpage>8</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892020000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892020000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892020000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El creciente interés por abordar investigaciones respecto del conocimiento específico, que tiene y utiliza el profesor de matemáticas, y de los elementos que lo conforman, se ha traducido en un incremento en la oferta de modelos analíticos que pretenden organizar, definir y analizar estos conocimientos para interpretarlos, caracterizarlos y hasta reproducirlos. Uno de los elementos que aparecen de manera reiterada y que se considera esencial en este tipo de modelos es el Conocimiento Didáctico del Contenido. Sin embargo, la caracterización de este tipo de conocimiento depende, en gran medida, de los fundamentos sobre los que se construye el modelo, los cuales suelen quedar a la sombra del modelo mismo y de las definiciones de sus componentes. En este sentido, nos proponemos explicitar las bases teóricas y metodológicas bajo las cuales se construye una caracterización del Conocimiento Didáctico del Contenido, a la luz del modelo de conocimiento especializado del profesor de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The growing interest in addressing research regarding the specific knowledge that the mathematics teacher has and uses and the elements that make it up have resulted in an increase of the creation of analytical models which aim to organize, define, and analyze this knowledge to interpret, characterize and even reproduce them. One of the elements that appear repeatedly and that is considered essential by these models is the teacher&#8217;s Pedagogical Content Knowledge. However, the characterization of this knowledge depends largely on the foundations on which the knowledge model is built, which usually lie in the shadow of the model itself and of the definitions of its components. In this sense, our objective is to make explicit the theoretical and methodological bases under which a characterization of the Pedagogical Content Knowledge is built in light of the mathematics teacher&#8217;s specialized knowledge model.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento Didáctico del Contenido]]></kwd>
<kwd lng="es"><![CDATA[conocimiento especializado]]></kwd>
<kwd lng="es"><![CDATA[profesor de matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Content Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Specialised Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teacher]]></kwd>
</kwd-group>
</article-meta>
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