<?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>S2448-80892022000200039</article-id>
<article-id pub-id-type="doi">10.24844/em3402.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia de futuros profesores de matemáticas para el análisis de la idoneidad didáctica de una lección sobre proporcionalidad en un libro de texto]]></article-title>
<article-title xml:lang="en"><![CDATA[Prospective mathematics teachers&#8217; competence for analysing the didactic suitability of a proportionality lesson in a textbook]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[Juan D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>39</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000200039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000200039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000200039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se describe el diseño y resultados de una intervención formativa con futuros profesores de matemáticas orientada a promover la competencia de análisis de la idoneidad didáctica de una lección de libro de texto sobre proporcionalidad. El enfoque metodológico adoptado corresponde a la ingeniería didáctica. Además, se sigue una metodología de análisis de contenido para la evaluación de los informes escritos producidos por 14 equipos de trabajo sobre la idoneidad cognitiva-afectiva e instruccional-ecológica de la lección. Dichos equipos conforman una muestra de 30 futuros profesores de matemáticas de secundaria, estudiantes de un Máster Universitario en Profesorado de Educación Secundaria Obligatoria y Bachillerato. Tomando como base el análisis a priori consensuado por el equipo investigador, se detecta que la mayoría de las valoraciones realizadas por los equipos de trabajo son adecuadas. Los futuros profesores identifican carencias y aspectos positivos de la lección y plantean sugerencias en cuanto a la gestión de uso del libro de texto. Se concluye que la experiencia permite a los futuros profesores reflexionar y adquirir conocimientos y competencias necesarias, no solo en el análisis de lecciones de libros de texto, sino en la gestión crítica de estas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper the design and results of a training intervention aimed to promote prospective high school mathematics teachers´ competence for analyzing the didactic suitability analysis of a textbook proportionality lesson is described. The methodological approach adopted corresponds to didactic engineering. Furthermore, content analysis was used to evaluate the written reports produced by 14 work teams on the lesson cognitive-affective and instructional-ecological suitability. These teams make up a sample of 30 prospective high school mathematics teachers, who were enrolled in a Master&#8217;s Degree in Compulsory and Post-compulsory Secondary Education. Most of the work teams&#8217; assessment reports were adequate, according to the a priori analysis agreed upon by the research team. The prospective teachers pointed out to shortcomings and positive aspects of the lesson and made suggestions regarding the management of the textbook&#8217;s use. We conclude that the experience allowed the future teachers to reflect and acquire knowledge and necessary competences, not only for the analysis of textbook lessons but also for their critical management.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[análisis de libros de texto]]></kwd>
<kwd lng="es"><![CDATA[idoneidad didáctica]]></kwd>
<kwd lng="es"><![CDATA[proporcionalidad]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[textbook didactical analysis]]></kwd>
<kwd lng="en"><![CDATA[didactic suitability]]></kwd>
<kwd lng="en"><![CDATA[proportionality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ahl]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Research findings&#8217; impact on the representation of proportional reasoning in Swedish Mathematics textbooks]]></article-title>
<source><![CDATA[REDIMAT]]></source>
<year>2016</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>180-204</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arias]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Maza]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Matemáticas, 1º ESO]]></source>
<year>2015</year>
<publisher-name><![CDATA[Código Bruño]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Avila]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Significados, representaciones y lenguaje: las fracciones en tres generaciones de libros de texto para primaria]]></article-title>
<source><![CDATA[Educación Matemática]]></source>
<year>2019</year>
<volume>31</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>31-59</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Beyer]]></surname>
<given-names><![CDATA[C. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Davis]]></surname>
<given-names><![CDATA[E. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers&#8217; pedagogical content knowledge]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2012</year>
<volume>96</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>130-57</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braga]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Belver]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El análisis de libros de texto: una estrategia metodológica en la formación de los profesionales de la educación]]></article-title>
<source><![CDATA[Revista Complutense de Educación]]></source>
<year>2016</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>199-218</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Criterios valorativos y normativos en la Didáctica de las Matemáticas: el caso del constructo idoneidad didáctica]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2018</year>
<volume>32</volume>
<numero>60</numero>
<issue>60</issue>
<page-range>255-78</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Meta didactic-mathematical knowledge of teachers: Criteria for the reflection and assessment on teaching practice]]></article-title>
<source><![CDATA[EURASIA Journal of Mathematics, Science and Technology Education]]></source>
<year>2017</year>
<volume>13</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1893-918</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The teacher-tool relationship: Theorizing the design and use of curriculum materials]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Remillard]]></surname>
<given-names><![CDATA[J. T.]]></given-names>
</name>
<name>
<surname><![CDATA[Herbel-Eisenmann]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Lloyd]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]]></source>
<year>2009</year>
<page-range>17-36</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Beltrán-Pellicer]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The issue of didactical suitability in mathematics educational videos: experience of analysis with prospective primary school teachers]]></article-title>
<source><![CDATA[Revista Española de Pedagogía]]></source>
<year>2020</year>
<volume>78</volume>
<numero>275</numero>
<issue>275</issue>
<page-range>27-49</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Elaboración de una guía de análisis de libros de texto de matemáticas basada en la idoneidad didáctica]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year>2022</year>
<numero>48</numero>
<issue>48</issue>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[W. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Velásquez]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Idoneidad didáctica de la práctica de maestros en formación inicial en un contexto urbano de conflicto social violento]]></article-title>
<source><![CDATA[Revista Latinoamericana de Etnomatemática]]></source>
<year>2014</year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>33-54</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[W.F.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan.]]></surname>
</name>
<name>
<surname><![CDATA[Velásquez-Echevarría]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A proposal to enhance preservice teacher&#8217;s noticing]]></article-title>
<source><![CDATA[EURASIA Journal of Mathematics, Science and Technology Education]]></source>
<year>2018</year>
<volume>14</volume>
<numero>11</numero>
<issue>11</issue>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Choppin]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learned adaptations: Teachers&#8217; understanding and use of curriculum resources]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2011</year>
<volume>14</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>331-53</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Manion]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Morrison]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research methods in education]]></source>
<year>2011</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ercole]]></surname>
<given-names><![CDATA[L. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Frantz]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ashline]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Multiple ways to solve proportions]]></article-title>
<source><![CDATA[Mathematics Teaching in the Middle School]]></source>
<year>2011</year>
<volume>16</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>482-90</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fan]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Textbook research as scientific research: Towards a common ground on issues and methods of research on mathematics textbooks]]></article-title>
<source><![CDATA[ZDM - Mathematics Education]]></source>
<year>2013</year>
<volume>45</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>765-77</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Llinares]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[De la estructura aditiva a la multiplicativa: efecto de dos variables en el desarrollo del razonamiento proporcional]]></article-title>
<source><![CDATA[Infancia y Aprendizaje]]></source>
<year>2011</year>
<volume>34</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>67-80</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Beltrán-Pellicer]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing the prospective mathematics teachers&#8217; didactical suitability analysis competence]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year>2018</year>
<numero>44</numero>
<issue>44</issue>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></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[The onto-semiotic approach to research in mathematics education]]></article-title>
<source><![CDATA[ZDM - 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="B20">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></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>
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilhelmi]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[The theory of didactical suitability: Networking a system of didactics principles for mathematics education form different theoretical perspectives [Comunicación oral, TSG-51]]]></source>
<year>2016</year>
<conf-name><![CDATA[ 13International Congress on Mathematical Education]]></conf-name>
<conf-loc>Hamburgo, Alemania </conf-loc>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[B.]]></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[Enfoque ontosemiótico de los conocimientos y competencias del profesor de matemáticas]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2017</year>
<volume>31</volume>
<numero>57</numero>
<issue>57</issue>
<page-range>90-113</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Rivas]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Arteaga]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Lasa]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilhelmi]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ingeniería didáctica basada en el enfoque ontológico - semiótico del conocimiento y la instrucción matemáticos]]></article-title>
<source><![CDATA[Recherches en Didactique des Mathématiques]]></source>
<year>2014</year>
<volume>34</volume>
<numero>2-3</numero>
<issue>2-3</issue>
<page-range>167-200</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hummes]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Combined use of the lesson study and the criteria of didactical suitability for the development of the reflection on the own practice in the training of mathematics teachers]]></article-title>
<source><![CDATA[Acta Scientiae]]></source>
<year>2019</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>64-82</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lamon]]></surname>
<given-names><![CDATA[S. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ratio and proportion: Connecting and children&#8217;s thinking]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>1993</year>
<volume>24</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>41-61</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mason]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perception, interpretation and decision making: Understanding gaps between competence and performance-a commentary]]></article-title>
<source><![CDATA[ZDM - Mathematics Education]]></source>
<year>2016</year>
<volume>48</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>219-26</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nicol]]></surname>
<given-names><![CDATA[C. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Crespo]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materials]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2006</year>
<volume>62</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>331-55</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Remillard]]></surname>
<given-names><![CDATA[J. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining key concepts in research on teachers&#8217; use of mathematics curricula]]></article-title>
<source><![CDATA[Review of Educational Research]]></source>
<year>2005</year>
<volume>75</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>211-46</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schwarz]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Gunckel]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Covitt]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Bae]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Enfield]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Tsurusaki]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Helping elementary preservice teachers learn to use science curriculum materials for effective science teaching]]></article-title>
<source><![CDATA[Science Education]]></source>
<year>2008</year>
<volume>92</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>345-77</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Serradó]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Azcárate]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estudio de la estructura de las unidades didácticas en los libros de texto de matemáticas para la educación secundaria obligatoria]]></article-title>
<source><![CDATA[Educación Matemática]]></source>
<year>2003</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>67-98</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shield]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Dole]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Assessing the potential of mathematics textbooks to promote deep learning]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2013</year>
<volume>82</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>183-99</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silvestre]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Da Ponte]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Una experiencia de enseñanza dirigida al desarrollo del razonamiento proporcional]]></article-title>
<source><![CDATA[Revista Educación y Pedagogía]]></source>
<year>2011</year>
<volume>23</volume>
<numero>59</numero>
<issue>59</issue>
<page-range>137-58</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Van Dooren]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[De Bock]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Janssens]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Verschaffel]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The linear imperative: An inventory and conceptual analysis of students&#8217; overuse of linearity]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2008</year>
<volume>39</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>311-42</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weiland]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Orrill]]></surname>
<given-names><![CDATA[C. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Nagar]]></surname>
<given-names><![CDATA[G. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Burke]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Framing a robust understanding of proportional reasoning for teachers]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2021</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>179-202</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yang]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Liu]]></surname>
<given-names><![CDATA[X.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exploratory study on Taiwanese secondary teachers&#8217; critiques of mathematics textbooks]]></article-title>
<source><![CDATA[EURASIA Journal of Mathematics, Science and Technology Education]]></source>
<year>2019</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
