<?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>S2448-80892023000100113</article-id>
<article-id pub-id-type="doi">10.24844/em3501.05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimento sobre tarefas e sobre os alunos num estudo de aula com professoras de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge about tasks and students in a lesson study with mathematics teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quaresma]]></surname>
<given-names><![CDATA[Marisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[João Pedro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>113</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo. A partir de um estudo de aula baseado numa abordagem exploratória, analisamos o desenvolvimento do conhecimento de professoras de Matemática do ensino secundário sobre a elaboração de tarefas e a antecipação de estratégias e dificuldades dos alunos, no planeamento da aula e na reflexão sobre o trabalho dos alunos. A investigação é qualitativa/interpretativa. Os dados foram recolhidos por observação participante (com diário de bordo e gravações áudio/vídeo), recolha documental e entrevista. Os resultados sugerem que, nas sessões de planeamento, as discussões sobre a redação e sequenciação das questões da tarefa, influenciadas pela antecipação de estratégias e dificuldades dos alunos, criaram oportunidades para as professoras desenvolverem o seu conhecimento sobre a elaboração de tarefas, as estratégias que os alunos podem seguir e formas de os apoiar. Desenvolveram também o seu conhecimento sobre a condução da realização de tarefas exploratórias, nomeadamente a seleção e sequenciação de respostas para a discussão coletiva. Nas reflexões pós-aula, ampliaram ainda o seu conhecimento sobre os alunos e a sua aprendizagem, discutindo estratégias e dificuldades não ante-cipadas e procurando razões para essas dificuldades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: From a lesson study based on an exploratory approach, we analyze the development of secondary school mathematics teachers&#8217; knowledge on task design and anticipating students&#8217; strategies and difficulties, in the lesson planning and reflection on students&#8217; work. The research is qualitative/ interpretative. Data were collected by participant observation (with researcher&#8217;s journal and audio/video recordings), document collection, and interview. The results suggest that in the planning sessions, discussions about the wording and ordering of questions in the task, influenced by anticipation of students&#8217; solving strategies and difficulties, created opportunities for teachers to develop their knowledge about task design, the strategies students might follow and ways to support them. The teachers developed their knowledge of how to teach exploratory tasks, namely the selection and sequencing of students&#8217; answers for the whole-class discussion. In the post-lesson reflections, they expanded their knowledge about students and their learning by discussing strategies and unanticipated difficulties and seeking for reasons for those difficulties.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tarefa exploratória]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento didático]]></kwd>
<kwd lng="pt"><![CDATA[estudo de aula]]></kwd>
<kwd lng="pt"><![CDATA[ensino secundário]]></kwd>
<kwd lng="en"><![CDATA[Exploratory task]]></kwd>
<kwd lng="en"><![CDATA[didactic knowledge]]></kwd>
<kwd lng="en"><![CDATA[lesson study]]></kwd>
<kwd lng="en"><![CDATA[secondary school]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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