<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362021000100005</article-id>
<article-id pub-id-type="doi">10.12802/relime.21.2414</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un experimento de enseñanza en formación continua estructurado por el modelo MTSK]]></article-title>
<article-title xml:lang="en"><![CDATA[A teaching experiment in continuing education structured by the MTSK model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pascual]]></surname>
<given-names><![CDATA[Mª. Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Climent]]></surname>
<given-names><![CDATA[Nuria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[Huelva ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[Huelva España]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>83</fpage>
<lpage>104</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362021000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362021000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362021000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación de maestros ya egresados es un área infraexplorada en la investigación en Educación Matemática, especialmente en relación con su conocimiento. Presentamos aquí los resultados de un experimento de enseñanza orientado a la formación de maestros egresados. Este experimento tuvo lugar en la Universidad de Huelva con un total de 39 maestros, en el contexto de un curso de adaptación al Grado de Primaria. Para la fundamentación teórica del experimento usamos el modelo de Conocimiento Especializado del Profesor de Matemáticas, que permitió a su vez generar una hipótesis de progresión de aprendizaje. Mostraremos tanto el diseño del experimento, como el análisis retrospectivo del mismo. Los resultados del estudio evidenciaron que los maestros mejoran en el uso de su conocimiento de los temas, y de la enseñanza de las matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The education of graduated teachers is an underexplored field in Mathematics Education. We present a teaching experiment focusing graduated teacher education, structured by the model of Mathematics Teachers&#8217; Specialized Knowledge. This experiment took place in the University of Huelva with 39 primary teachers, in the context of a course aiming to actualize the old teaching degrees to the new ones. The experiment was founded in the model of Mathematics Teachers Specialized Knowledge, that also was used to generate a progression hypothesis. We will show both the design of the experiment, and the retrospective analysis of this cycle. The results of the study show that the primary school teachers involved in the experiment improve their use of their knowledge of topics and knowledge of mathematics teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A formação de professores já formados é uma área pouco explorada na pesquisa em Educação Matemática. Apresentamos aqui os resultados de um experimento de ensino voltado para a formação de professores graduados. Este experimento ocorreu na Universidade de Huelva, com um total de 39 professores, no contexto de um curso de adaptação ao grau primário. Para fundamentação teórica do experimento, foi utilizado o modelo de conhecimento especializado do Professor de Matemática, que por sua vez permitiu gerar uma hipótese de progressão da aprendizagem. Mostraremos o desenho do experimento e sua análise retrospectiva. Os resultados do estudo mostram que os professores melhoram o uso de elementos do conhecimento relacionados ao suo conhecimento das disciplinas e ao ensino de matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Resumé La formation d'enseignants déjà diplômés est un domaine sous-exploré dans la recherche sur l'enseignement des mathématiques. Nous présentons ici les résultats d&#8217;une expérience d&#8217;enseignement visant à former des enseignants diplômés. Cette expérience a eu lieu à l'Université de Huelva avec un total de 39 enseignants, dans le cadre d'un cours d'adaptation au diplôme de premier cycle. Le modèle de connaissances spécialisées du professeur de mathématiques a été utilisé comme base théorique de l'expérience, ce qui a permis de générer une hypothèse de progression de l'apprentissage. Nous montrerons à la fois la conception de l'expérience et son analyse rétrospective. Les résultats de l'étude montrent que les enseignants améliorent l'utilisation des éléments de connaissance liés à son connaissance des matières et à l'enseignement des mathématiques.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
<kwd lng="es"><![CDATA[Experimento de Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Especializado]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Profesional]]></kwd>
<kwd lng="es"><![CDATA[Maestros egresados]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Teaching Experiment]]></kwd>
<kwd lng="en"><![CDATA[Specialized Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Professional Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Graduated Teachers]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Experiência docente]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento especializado]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Professores graduados]]></kwd>
<kwd lng="fr"><![CDATA[Développement professionnel]]></kwd>
<kwd lng="fr"><![CDATA[Expérience d'enseignement]]></kwd>
<kwd lng="fr"><![CDATA[Connaissances spécialisées]]></kwd>
<kwd lng="fr"><![CDATA[Connaissances professionnelles]]></kwd>
<kwd lng="fr"><![CDATA[Professeurs diplômés]]></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[Bell]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilson]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Higgins]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[McCoach]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Measuring the Effects of Professional Development on Teacher Knowledge: The Case of Developing Mathematical Ideas]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2010</year>
<volume>41</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>479-512</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Buforn]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conocimiento de matemáticas especializado de los estudiantes para maestro de primaria en relación al razonamiento proporcional]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2014</year>
<volume>28</volume>
<numero>48</numero>
<issue>48</issue>
<page-range>21-41</page-range></nlm-citation>
</ref>
<ref id="B3">
<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>
</person-group>
<article-title xml:lang=""><![CDATA[The development of teachers&#8217; expertise through their analyses of good practice in the mathematics classroom]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2011</year>
<volume>43</volume>
<numero>6-7</numero>
<issue>6-7</issue>
<page-range>915-26</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<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[Montes]]></surname>
<given-names><![CDATA[M. Á.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematics Teachers&#8217; Specialised Knowledge in Managing Problem-Solving Classroom Tasks]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Felmer]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Liljedahl]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Koichu]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Problem Solving in Mathematics Instruction and Teacher Professional Development]]></source>
<year>2019</year>
<page-range>297-316</page-range><publisher-loc><![CDATA[Cham ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<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[Montes]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using Professional Development Contexts to Structure Prospective Teacher Education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Llinares]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Chapman]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<source><![CDATA[International Handbook of Mathematics Teacher Education]]></source>
<year>2020</year>
<volume>2</volume>
<page-range>393-419</page-range><publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Brill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<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[Montes]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Flores-Medrano]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Escudero-Ávila]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Vasco]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Aguilar-González]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz-Catalán]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Mathematics Teacher&#8217;s Specialised Knowledge (MTSK) model]]></article-title>
<source><![CDATA[Research in Mathematics Education]]></source>
<year>2018</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>236-53</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cobb]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Jackson]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunlap]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Design Research. An Analysis and Critique]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[English]]></surname>
<given-names><![CDATA[L. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Kirshner]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of International Research in Mathematics Education]]></source>
<year>2016</year>
<page-range>481-503</page-range><publisher-loc><![CDATA[Londres ]]></publisher-loc>
<publisher-name><![CDATA[Rouletdge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cobb]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[McClain]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An approach for supporting teachers&#8217; learning in social context]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lin]]></surname>
<given-names><![CDATA[F. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cooney]]></surname>
<given-names><![CDATA[T. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Making sense of mathematics teacher education]]></source>
<year>2001</year>
<page-range>207-31</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
<publisher-name><![CDATA[Kluwer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cuenca]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis de concepciones sobre la enseñanza de patrimonio en la educación obligatoria]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias Sociales]]></source>
<year>2003</year>
<volume>2</volume>
<page-range>37-45</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Delgado-Rebolledo]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Zakaryan]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationships Between the Knowledge of Practices in Mathematics and the Pedagogical Content Knowledge of a Mathematics Lecturer]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2019</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Escudero-Muñoz]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La formación continua del profesorado de la educación obligatoria en el contexto español]]></article-title>
<source><![CDATA[Profesorado. Revista de curriculum y formación del profesorado]]></source>
<year>2017</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Even]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Integrating Knowledge and Practice at Manor in the Development of Providers of Professional Development for Teachers]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2005</year>
<volume>8</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>343-57</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Farmer]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Gerretson]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Lassak]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What Teachers Take From Professional Development: Cases And Implications]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2003</year>
<volume>6</volume>
<page-range>331-60</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Categorías de Análisis de los conocimientos del Profesor de Matemáticas]]></article-title>
<source><![CDATA[Revista iberoamericana de educación matemática]]></source>
<year>2009</year>
<volume>20</volume>
<page-range>13-31</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<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>
</person-group>
<source><![CDATA[Proporcionalidad y su didáctica para maestros]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Granada ]]></publisher-loc>
<publisher-name><![CDATA[Departamento de Didáctica de las Matemáticas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<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="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Cañadas]]></surname>
<given-names><![CDATA[M.C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dificultades de los profesores de matemáticas en formación en el aprendizaje del análisis fenomenológico]]></article-title>
<source><![CDATA[Revista Latinoamericana de Investigación Educativa]]></source>
<year>2016</year>
<volume>19</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>311-34</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kaiser]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflections and future prospects]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Li]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Kaiser]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Expertise in mathematics instruction. An international perspective]]></source>
<year>2011</year>
<page-range>343-53</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kilpatrick]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[A higher standpoint]]></source>
<year>2008</year>
<conf-name><![CDATA[ ICMI proceedings: Regular lectures]]></conf-name>
<conf-loc> </conf-loc>
<page-range>26-43</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Krippendorf]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Content Analysis: an introduction to its methodology]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Thousand Oaks ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lin]]></surname>
<given-names><![CDATA[F. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Rowland]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pre-Service and In-Service Mathematics Teachers&#8217; Knowledge and Professional Development]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Leder]]></surname>
<given-names><![CDATA[G.C.]]></given-names>
</name>
<name>
<surname><![CDATA[Boero]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Second Handbook of Research on the Psychology of Mathematics Education]]></source>
<year>2016</year>
<page-range>483-519</page-range><publisher-loc><![CDATA[Boston ]]></publisher-loc>
<publisher-name><![CDATA[Sense Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un acercamiento a la investigación de diseño a través de los experimentos de enseñanza]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2011</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>75-88</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Liñán-García]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Barrera-Castarnado]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estructurando la formación inicial de profesores de matemáticas: Una propuesta desde el modelo MTSK]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Badillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Climent]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández-Verdú]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[González-Astudillo]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación sobre el profesor de matemáticas: formación, práctica de aula, conocimiento y competencia profesional]]></source>
<year>2019</year>
<page-range>157-76</page-range><publisher-loc><![CDATA[Salamanca ]]></publisher-loc>
<publisher-name><![CDATA[Ediciones Universidad de Salamanca]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<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. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Liñán-García]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz-Catalán]]></surname>
<given-names><![CDATA[M. C.]]></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 de Educación]]></source>
<year>2015</year>
<volume>367</volume>
<page-range>36-62</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Escudero-Ávila]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Flores-Medrano]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz-Catalán]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El foro como contexto de exploración del conocimiento profesional de maestros en activo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Planas]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación en Educación Matemática XIX]]></source>
<year>2015</year>
<page-range>381-9</page-range><publisher-loc><![CDATA[Alicante ]]></publisher-loc>
<publisher-name><![CDATA[SEIEM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Northrop]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Paradojas Matemáticas]]></source>
<year>1981</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[UTEHA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Polya]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cómo plantear y resolver problemas]]></source>
<year>1965</year>
<publisher-loc><![CDATA[Trillas ]]></publisher-loc>
<publisher-name><![CDATA[México]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reyes-Gasperini]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Cantoral]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Socioepistemología y Empoderamiento: la profesionalización docente desde la problematización del saber matemático]]></article-title>
<source><![CDATA[Boletim de Educação Matemática]]></source>
<year>2013</year>
<volume>28</volume>
<numero>48</numero>
<issue>48</issue>
<page-range>360-82</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rhoads]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Radu]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Weber]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Teacher Internship Experiences of Prospective High School Mathematics Teachers]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2011</year>
<volume>9</volume>
<page-range>999-1022</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez-Matamoros]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<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[Developing pre-service teachers&#8217; noticing of students&#8217; understanding of the derivative concept]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2015</year>
<volume>13</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1305-29</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sanhueza]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Penalva]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Friz]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identidades y competencias profesionales de estudiantes para maestro de educación infantil relativas a la enseñanza de la geometría]]></article-title>
<source><![CDATA[Revista Latinoamericana de Investigación en Matemática Educativa]]></source>
<year>2013</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>99-125</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scheiner]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[M.A.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2019</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>153-72</page-range></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[Star]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Rittle-Johnson]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Flexibility in problem solving: The case of equation solving]]></article-title>
<source><![CDATA[Learning and Instruction]]></source>
<year>2008</year>
<volume>18</volume>
<page-range>565-79</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Steffe]]></surname>
<given-names><![CDATA[L. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[P. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching experiment methodology: Underlying principles and essential elements]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lesh]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Kelly]]></surname>
<given-names><![CDATA[A. E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research design in mathematics and science education]]></source>
<year>2000</year>
<page-range>267-307</page-range><publisher-loc><![CDATA[Hillsdale, N J ]]></publisher-loc>
<publisher-name><![CDATA[Erlbaum]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
