<?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>S2448-80892021000100071</article-id>
<article-id pub-id-type="doi">10.24844/em3301.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento del profesor de secundaria de la práctica matemática en clases de geometría]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge of practices in mathematics of a secondary teacher in geometry classes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zakaryan]]></surname>
<given-names><![CDATA[Diana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sosa]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Instituto de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Zacatecas Unidad Académica de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>33</volume>
<numero>1</numero>
<fpage>71</fpage>
<lpage>97</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892021000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892021000100071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892021000100071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los estudios sobre el significado de la especialización en el cono-cimiento del profesor de matemáticas están tomando un papel cada vez más importante en el campo de la investigación en educación matemática. Este artículo tiene por objetivo destacar tal especialización del conocimiento del profesor de matemáticas, desde el modelo Mathematics Teachers' Specialized Knowledge (MTSK) y desde las prácticas inherentes a la propia matemática, aportando a la comprensión y caracterización del conocimiento de la práctica matemática a partir de los datos empíricos. A través de observación de aula y entrevista a una profesora de matemáticas de enseñanza secundaria, hemos identificado el conocimiento del profesor del papel de los símbolos y de las convenciones matemáticas; del papel de las demostraciones y de sus principales métodos, del significado y del rol de la condición necesaria y suficiente, y destacamos el conocimiento de estrategias heurísticas de resolución de problemas y del papel de la generalización. Concluimos poniendo de relieve la importancia de estos conocimientos del profesor para favorecer el desarrollo de las capacidades de hacer matemáticas de los alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Studies about the implication of specialization in a mathematics teacher&#8217;s knowledge are taking important role in the field of mathematics education research. From this perspective, the goal of this research is to study the knowledge of the practices in mathematics of the Mathematics Teachers&#8217; Specialized Knowl-edge model (MTSK), contributing to understanding and characterization of the nature of this teacher knowledge. Through empirical data from classroom obser-vation and an interview with a high-school mathematics teacher we have been identified the teacher&#8217;s knowledge of the role of symbols and mathematical conventions; knowledge about the importance of proofs and their principal meth-ods, of the meaning and the role of necessary and sufficient conditions; equally, knowledge of heuristic strategies of problem solving and the role of generalization. We conclude by highlighting the importance of this teacher&#8217;s knowledge to favor the development of students&#8217; abilities to do mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento especializado del profesor de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[práctica matemática]]></kwd>
<kwd lng="es"><![CDATA[geometría]]></kwd>
<kwd lng="es"><![CDATA[profesor de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria.]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teachers&#8217; specialized knowledge]]></kwd>
<kwd lng="en"><![CDATA[practices in mathematics]]></kwd>
<kwd lng="en"><![CDATA[geometry]]></kwd>
<kwd lng="en"><![CDATA[mathematics teacher]]></kwd>
<kwd lng="en"><![CDATA[high-school level.]]></kwd>
</kwd-group>
</article-meta>
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