<?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>S1665-24362023000100047</article-id>
<article-id pub-id-type="doi">10.12802/relime.23.2612</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimentos geométricos mobilizados na prática do professor: Knowledge Quartet como ferramenta de análise]]></article-title>
<article-title xml:lang="en"><![CDATA[Geometric knowledge mobilized in the teacher&#8217;s practice: Knowledge Quartet as an analysis tool]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Franciele da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pazuch]]></surname>
<given-names><![CDATA[Vinícius]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>26</volume>
<numero>1</numero>
<fpage>47</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362023000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362023000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362023000100047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem como objetivo identificar e compreender os conhecimentos geométricos mobilizados por professoras de matemática, ao abordarem conceitos de geometria para estudantes dos Anos Finais do Ensino Fundamental. Com esse propósito, utiliza-se a ferramenta teórica Knowledge Quartet (KQ) para identificar e analisar as dimensões de conhecimento que se revelam nas ações desencadeadas por duas professoras em sala de aula. O contexto da pesquisa se deu em um processo de formação continuada em geometria, em um grupo com características colaborativas. Os dados foram produzidos por meio de gravação em áudio e vídeo e posteriormente transcritos. Selecionaram-se eventos críticos representativos do ambiente investigado. Além de ser uma ferramenta teórica que identifica conhecimentos matemáticos e didáticos do professor na prática, o KQ, segundo os resultados, contribuiu para a identificação de lacunas associadas às dificuldades do professor diante das contingências que se apresentam no contexto de ensino de geometria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente artículo tiene como objetivo identificar y comprender los conocimientos geométricos movilizados por profesoras de matemática, al abordar conceptos de geometría para estudiantes de los años finales de la Enseñanza Fundamental. Con ese propósito, se utiliza la herramienta teórica Knowledge Quartet (KQ) para identificar y analizar las dimensiones del conocimiento que se revelan en las acciones llevadas a cabo por dos profesoras en el aula de clases. El contexto de la investigación se dio en un proceso de formación continua en geometría, en un grupo con características colaborativas. Los datos fueron producidos por medio de la transcripción de grabaciones en audio y vídeo. Se seleccionaron eventos críticos representativos del ambiente investigado. Además de ser una herramienta teórica que identifica conocimientos matemáticos y didácticos del profesor en la práctica, según los resultados el KQ contribuyó para la identificación de lagunas asociadas a las dificultades del profesor ante las contingencias que se presentan en el contexto de la enseñanza de la geometría.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to identify and understand the mathematics teachers&#8217; geometric knowledge, when addressing geometry concepts for students at Middle School. For this purpose, the theoretical tool Knowledge Quartet (KQ) is used to identify and analyze the dimensions of knowledge that are revealed in the actions triggered by two teachers in the classroom. The research context took place in a process of continuing education in geometry, in a group with collaborative characteristics. The data were produced through audio and video recording and later transcribed. Critical events were selected of the investigated environment. In addition to being a theoretical tool that identifies the teacher&#8217;s mathematical and didactic knowledge in practice, according to the results, the KQ contributed to identify gaps associated with the teacher&#8217;s difficulties in face of the contingencies that present themselves in the context of geometry teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article a l&#8217;objectif d&#8217;identifier et comprendre les connaissances géométriques mobilisées par les enseignantes de mathématiques, quand elles enseignent des concepts géométriques aux élevés de la troisième année au collège. Dans ce but, nous avons utilisé l&#8217;outil théorique Knowledge Quartet (KQ) pour identifier et analyser les dimensions de la connaissance qui se manifeste dans les actions déclenchées par deux enseignantes en classe. La recherche s&#8217;est déroulée dans le cadre d&#8217;une formation continue en géométrie dans un groupe ayant des caractéristiques de collaboration. Les données ont été collectées par un enregistrement audio et vidéo et ont été transcrites. Nous avons sélectionné des événements critiques représentatifs de l&#8217;environnement étudié. Par ailleurs, d&#8217;être un outil théorique qu&#8217;identifie des connaissances mathématiques et didactiques de l&#8217;enseignant dans la pratique, le KQ, selon les résultats, a contribué à identifier des lacunes associées aux difficultés de l&#8217;enseignant face aux contingences qui se présentent dans le cadre de l&#8217;enseignement de la géométrie.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de la geometría]]></kwd>
<kwd lng="es"><![CDATA[Tareas]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento del profesor]]></kwd>
<kwd lng="es"><![CDATA[Herramienta teórica]]></kwd>
<kwd lng="en"><![CDATA[Geometry teaching]]></kwd>
<kwd lng="en"><![CDATA[Tasks]]></kwd>
<kwd lng="en"><![CDATA[Teacher knowledge]]></kwd>
<kwd lng="en"><![CDATA[Theoretical tool]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de geometría]]></kwd>
<kwd lng="pt"><![CDATA[Tarefas]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento do profesor]]></kwd>
<kwd lng="pt"><![CDATA[Ferramenta teórica]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement de géométrie]]></kwd>
<kwd lng="fr"><![CDATA[Activités]]></kwd>
<kwd lng="fr"><![CDATA[Connaissance de l&#8217;enseignant]]></kwd>
<kwd lng="fr"><![CDATA[Outil théorique]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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