<?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>S1665-24362023000200233</article-id>
<article-id pub-id-type="doi">10.12802/relime.23.2624</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Investigando a prática do professor no ensino de frações num contexto de trabalho colaborativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Investigating teacher practices on fractions in a collaborative work context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mamede]]></surname>
<given-names><![CDATA[Ema]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho CIEC ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho CIEC ]]></institution>
<addr-line><![CDATA[Braga ]]></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>26</volume>
<numero>2</numero>
<fpage>233</fpage>
<lpage>260</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362023000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362023000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362023000200233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo tem como objetivo compreender as práticas de ensino de professores do 1º ciclo do Ensino Básico na introdução do conceito de fração aos seus alunos. Procura responder-se às questões: 1) Como o professor introduz o conceito de fração aos seus alunos? 2) Como o professor explora as interpretações de fração nas suas aulas? 3) Que dificuldades manifesta o professor no ensino de frações? Adotou-se uma metodologia qualitativa numa abordagem de estudo de caso para análise de seis aulas observadas de uma professora que participou num programa de trabalho colaborativo, centrado no ensino de frações. Os resultados sugerem algumas fragilidades no conhecimento matemático e didático do professor sobre frações, nomeadamente nas interpretações de fração, sua abordagem e articulação na aula de matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tiene como objetivo comprender las prácticas de enseñanza de los docentes del 1er ciclo de Educación Básica al momento de introducir el concepto de fracciones a sus estudiantes. Se busca responder a las preguntas: 1) ¿Cómo introduce el docente el concepto de fracción a sus alumnos? 2) ¿Cómo explora el profesor la interpretación de fracciones en sus clases? 3) ¿Qué dificultades experimenta el docente al enseñar fracciones? Se adoptó una metodología cualitativa en un enfoque de estudio de caso para analizar seis clases observadas de un docente que participó de un programa de trabajo colaborativo, enfocado en la enseñanza de fracciones. Los resultados sugieren algunas debilidades en el conocimiento matemático y didáctico del profesor sobre fracciones, concretamente en la interpretación de las fracciones, su abordaje y articulación en las clases de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aims to understand the teaching practices of teachers in the 1st cycle of Basic Education when introducing the concept of fractions to their students. It seeks to answer the questions: 1) How does the teacher introduce the concept of fraction to his students? 2) How does the teacher explore fraction interpretations in his classes? 3) What difficulties does the teacher experience in teaching fractions? A qualitative methodology was adopted in a case study approach to analyze six observed classes of a teacher who participated in a collaborative work program, focused on teaching fractions. The results suggest some weaknesses in the teacher&#8217;s mathematical and didactic knowledge about fractions, namely in the interpretations of fractions, their approach and articulation in mathematics classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude vise à comprendre les pratiques pédagogiques des enseignants du 1er cycle de l&#8217;Éducation de base lors de l&#8217;introduction de la notion de fractions à leurs élèves. Il cherche à répondre aux questions: 1) Comment l&#8217;enseignant introduit-il la notion de fraction à ses élèves ? 2) Comment l&#8217;enseignant explore-t-il les interprétations des fractions dans ses cours? 3) Quelles difficultés l&#8217;enseignant rencontre-t-il dans l&#8217;enseignement des fractions? Une méthodologie qualitative a été adoptée dans une approche d&#8217;étude de cas pour analyser six classes observées d&#8217;un enseignant ayant participé à un programme de travail collaboratif axé sur l&#8217;enseignement des fractions. Les résultats suggèrent certaines faiblesses dans les connaissances mathématiques et didactiques de l&#8217;enseignant sur les fractions, notamment dans l&#8217;interprétation des fractions, leur approche et leur articulation dans les cours de mathématiques.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de fracciones]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de fracciones]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento del profesor]]></kwd>
<kwd lng="es"><![CDATA[Trabajo colaborativo]]></kwd>
<kwd lng="en"><![CDATA[Teaching fractions]]></kwd>
<kwd lng="en"><![CDATA[Learning fractions]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s knowledge]]></kwd>
<kwd lng="en"><![CDATA[Collaborative work]]></kwd>
<kwd lng="pt"><![CDATA[Ensinar frações]]></kwd>
<kwd lng="pt"><![CDATA[Aprender frações]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento do professor]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho colaborativo]]></kwd>
<kwd lng="fr"><![CDATA[Enseigner les fractions]]></kwd>
<kwd lng="fr"><![CDATA[Apprendre les fractions]]></kwd>
<kwd lng="fr"><![CDATA[Connaissances des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Travail collaborative]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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