<?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>S1665-24362022000300263</article-id>
<article-id pub-id-type="doi">10.12802/relime.22.2531</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Construção do conceito de fração sob a perspectiva de medição: contribuições do 4A Instructional Model]]></article-title>
<article-title xml:lang="en"><![CDATA[Construction of the fraction concept from a measurement perspective: contributions of the 4A Instructional Model]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Camila Augusta do Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Maria Alice Veiga Ferreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Powell]]></surname>
<given-names><![CDATA[Arthur Belford]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Rutgers University  ]]></institution>
<addr-line><![CDATA[Newark ]]></addr-line>
<country>USA</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>25</volume>
<numero>3</numero>
<fpage>263</fpage>
<lpage>288</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362022000300263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362022000300263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362022000300263&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Pesquisas revelam que o entendimento robusto das frações molda o desempenho futuro da matemática dos alunos e que seu conhecimento pode depender de como é ensinada. Os pesquisadores relatam que o ensino de frações por uma perspectiva de medição pode promover o entendimento conceitual dos alunos. Investigamos essa hipótese com alunos brasileiros do ensino fundamental pela abordagem pedagógica 4A Instrucional Model. Os resultados revelam que os alunos demonstraram conhecimento conceitual sobre a comparação de magnitude de frações e a construção da equivalência de frações. Eles foram capazes de evocar imagens mentais desse conteúdo e escrever expressões matemáticas envolvendo as comparações. Mais pesquisas são necessárias para investigar como a perspectiva de medição ensinada pelo 4A Instrucional Model influencia a compreensão dos alunos sobre as operações aritméticas de fração.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Investigaciones revelan que una comprensión sólida de las fracciones da forma al rendimiento matemático futuro de los estudiantes y que su conocimiento puede depender de cómo se enseña. Los investigadores informan que enseñar fracciones desde una perspectiva de medida puede promover la comprensión conceptual de los estudiantes. Investigamos esta hipótesis con estudiantes brasileños de primaria y utilizamos el enfoque pedagógico del modelo educativo 4A. Los resultados revelan que los estudiantes demostraron conocimiento conceptual sobre la comparación de la magnitud de fracciones y la construcción de la equivalencia de fracciones. Pudieron evocar imágenes mentales de este contenido y escribir de forma independiente expresiones matemáticas de comparaciones de magnitud fraccionaria. Se necesita más investigación para investigar cómo la perspectiva de medida enseñada por el Modelo Instruccional 4A influye en la comprensión de los estudiantes de las operaciones aritméticas con fracciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Researches reveals that the robust understanding of fractions shapes students&#8217; future mathematics performance and that their fraction knowledge may depend on how it is taught. Researchers report that teaching fractions from a measuring perspective can promote students&#8217; conceptual understandings. We investigate this hypothesis with brazilian elementary school students and use the pedagogical approach, 4A Instructional Model. Results reveal that the students demonstrated conceptual knowledge about the magnitude comparison of fractions and the construction of equivalence of fractions. They were able evoke mental images of this content and write competently mathematical expressions of fraction magnitude comparisons. Further research is needed to investigate how the measuring perspective taught through the 4A Instructional Model influences students&#8217; understanding about the arithmetic operations of fractions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Recherche révèle qu&#8217;une solide compréhension des fractions façonne les performances futures des élèves en mathématiques et que leur connaissance des fractions peut dépendre de la façon dont elle est enseignée. Les chercheurs rapportent que l&#8217;enseignement des fractions dans une perspective de mesure peut favoriser la compréhension conceptuelle des élèves. Nous avons étudié cette hypothèse auprès d&#8217;élèves du primaire brésilien et utilisé l&#8217;approche pédagogique 4A modèle pédagogique. Les résultats révèlent que les étudiants ont démontré une connaissance conceptuelle de la comparaison de l&#8217;amplitude des fractions et de la construction de l&#8217;équivalence des fractions. Ils ont pu évoquer des images mentales de ce contenu et écrire de manière compétente des expressions mathématiques de comparaisons de magnitude de fraction. Des recherches supplémentaires sont nécessaires pour étudier comment la perspective de mesure enseignée par le modèle pédagogique 4A influence la compréhension des élèves des opérations de fraction.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Fração]]></kwd>
<kwd lng="pt"><![CDATA[Medição]]></kwd>
<kwd lng="pt"><![CDATA[4A Instructional Model]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[Fracción]]></kwd>
<kwd lng="es"><![CDATA[Medida]]></kwd>
<kwd lng="es"><![CDATA[4A Instructional Model]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Fraction]]></kwd>
<kwd lng="en"><![CDATA[Measuring]]></kwd>
<kwd lng="en"><![CDATA[4A Instructional Model]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="fr"><![CDATA[Fraction]]></kwd>
<kwd lng="fr"><![CDATA[Mesure]]></kwd>
<kwd lng="fr"><![CDATA[4A Instructional Model]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement]]></kwd>
<kwd lng="fr"><![CDATA[Apprentissage]]></kwd>
</kwd-group>
</article-meta>
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