<?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>S2448-80892022000300065</article-id>
<article-id pub-id-type="doi">10.24844/em3403.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento especializado del profesorado de Educación Primaria para enseñar estadística y probabilidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Primary school teachers' specialised knowledge to teach statistics and probability]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco Seguí]]></surname>
<given-names><![CDATA[Joan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alsina]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Girona  ]]></institution>
<addr-line><![CDATA[ Girona]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Girona Facultad de Educación y Psicología Departamento de Didácticas Específicas]]></institution>
<addr-line><![CDATA[ Girona]]></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>3</numero>
<fpage>65</fpage>
<lpage>96</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000300065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000300065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000300065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: A partir de una revisión sistemática de investigaciones sobre el conocimiento del profesorado de Educación Primaria para enseñar estadística y probabilidad, realizadas desde distintos modelos de conocimiento, se analizan 15 estudios de profesorado en activo desde la perspectiva del modelo Mathematical Teacher&#8217;s Specialized Knowledge (MTSK), con el propósito de interpretar los resultados desde el conocimiento especializado y caracterizarlo. Para ello, en la primera parte, se describen y vinculan los dominios, subdominios y/o facetas de conocimiento de los modelos Mathematical knowledge for Teaching (MKT) y Conocimientos y Competencias Didáctico-Matemáticas (CCDM) con el MTSK; en la segunda parte, se describen los resultados de los estudios de la revisión vinculándolos con los subdominios del MTSK; y en la tercera parte, con base en las conclusiones obtenidas, se propone el conjunto de conocimientos especializados que debería poner en juego el profesorado de Educación Primaria para enseñar estadística y probabilidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Based on a systematic review of research on the knowledge of primary school teachers to teach statistics and probability, carried out from different knowledge models, 15 in-service teacher studies are analyzed from the perspec-tive of the Mathematical Teacher&#8217;s Specialized Knowledge (MTSK) model, in order to interpret the results from the specialized knowledge and to characterize it. To this end, in the first part, the domains, subdomains and/or facets of knowledge of the Mathematical knowledge for Teaching (MKT) and Didactic - Mathematical Knowledge and Competences (CCDM) are described and linked to the MTSK; the second part describes the results of the review studies and links them to the sub-domains of the MTSK; and the third part, according to the conclusions obtained, proposes the set of specialized knowledge that primary education teachers should put into play to teach statistics and probability.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estadística]]></kwd>
<kwd lng="es"><![CDATA[probabilidad]]></kwd>
<kwd lng="es"><![CDATA[conocimiento del profesorado]]></kwd>
<kwd lng="es"><![CDATA[MTSK]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="en"><![CDATA[statistics]]></kwd>
<kwd lng="en"><![CDATA[probability]]></kwd>
<kwd lng="en"><![CDATA[teacher knowledge]]></kwd>
<kwd lng="en"><![CDATA[MTSK]]></kwd>
<kwd lng="en"><![CDATA[Primary Education]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[El conocimiento especializado del profesor de matemática sobre la resolución de problemas de optimización de funciones aplicando el concepto de derivada. Una investigación acción]]></source>
<year>2016</year>
<publisher-name><![CDATA[Pontificia Universidad Católica Valparaíso]]></publisher-name>
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</back>
</article>
