<?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>S2448-80892020000300178</article-id>
<article-id pub-id-type="doi">10.24844/em3203.07</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reflexiones de futuros profesores en relación con situaciones contingentes en la sala de clases]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflections of Future Teachers in Relation with Contingency Situations in the Mathematics Classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araneda Benítez]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Uribe Santibáñez]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de O´Higgins Escuela de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción Departamento de Matemática y Física Aplicadas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>3</numero>
<fpage>178</fpage>
<lpage>208</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892020000300178&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892020000300178&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892020000300178&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se analiza la reflexión que emerge de futuros profesores de matemática cuando evalúan la gestión de situaciones contingentes en su trabajo de aula. Se triangula la información entre la estimulación del recuerdo, entrevista clínica semiestructurada y video grabación de la clase. Reportamos por medio del análisis de contenido los resultados de dos casos en los que la reflexión, permite indagar y confrontar los conocimientos visibles durante la gestión de las situaciones contingentes. Los resultados indican que los futuros profesores de matemática realizan la gestión de situaciones contingentes según el nivel de conocimiento disciplinar que poseen. Este conocimiento permite realizar una mejor gestión de clase pues le proporciona, entre otros elementos, mejores herramientas para indagar en distintos tipos de metodologías de enseñanza, uso de diversas representaciones para enseñar un determinado contenido matemático y anticiparse a errores y dificultades de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper we analyze the reflection that emerges in future mathematics teachers when evaluating the management of contingent situations of the classroom work. The information retrieved from the stimulated recall, the semi-structured clinical interview and the video recording of the class are triangulated. We report through content analysis the results of two cases in which the reflection allows us to investigate and confront the visible measurable knowledge used for contingent situations management. The results show that future mathematics teachers manage the contingent situations according to the level of disciplinary knowledge they have. This knowledge allows them to perform better management in the class since it provides them, among others, better tools to investigate different types of teaching methods, utilization of sundry representations to teach a certain mathematical content, and anticipate mistakes and difficulties of the students]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Reflexión]]></kwd>
<kwd lng="es"><![CDATA[Situaciones Contingentes]]></kwd>
<kwd lng="es"><![CDATA[Confrontación]]></kwd>
<kwd lng="es"><![CDATA[Cuarteto del Conocimiento]]></kwd>
<kwd lng="en"><![CDATA[Reflection]]></kwd>
<kwd lng="en"><![CDATA[Contingency]]></kwd>
<kwd lng="en"><![CDATA[Confrontation]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Quartet]]></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[Ball]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bridging practices: Intertwining content and pedagogy in teaching and learning to teach]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year>2000</year>
<volume>51</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>241-71</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Thames]]></surname>
<given-names><![CDATA[M. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Phelps]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Content knowledge for teaching: What makes it special?]]></article-title>
<source><![CDATA[Journal of Teacher Education]]></source>
<year>2008</year>
<volume>59</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>389-407</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[J.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Cañadas]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Definición de la probabilidad y probabilidad condicional: Un estudio con futuros profesores]]></article-title>
<source><![CDATA[Revemat]]></source>
<year>2013</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>75-91</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Benavides]]></surname>
<given-names><![CDATA[M. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez-Restrepo]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Métodos en investigación cualitativa: triangulación]]></article-title>
<source><![CDATA[Revista colombiana de Psiquiatría]]></source>
<year>2005</year>
<volume>34</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>118-24</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[V. M. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A noção de idoneidade didática e seu uso na formação de professores de matemática]]></article-title>
<source><![CDATA[Jornal Internacional de Estudos em Educação Matemática]]></source>
<year>2015</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-41</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brockbank]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mcgill]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprendizaje reflexivo en la educación superior]]></source>
<year>2002</year>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carderhead]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stimulated Recall: A method for research on teaching]]></article-title>
<source><![CDATA[British Journal of Educational Psychology]]></source>
<year>1981</year>
<volume>51</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>211-7</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cisterna]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Modelos de Práctica para las Carreras de Pedagogía de la Facultad de Educación]]></source>
<year>2015</year>
<publisher-name><![CDATA[Editorial Universidad Católica de la Santísima Concepción]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="">
<collab>DEMRE</collab>
<source><![CDATA[Temario de la Prueba de Matemática. 2016]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cómo pensamos: nueva exposición de la relación entre pensamiento y proceso educativo]]></source>
<year>1989</year>
<edition>1a</edition>
<publisher-name><![CDATA[Paidos]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Estrella]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Mena-Lorca]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Olfos]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lesson Study in Chile: a very promising but still uncertain path]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Quaresma]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Winsløw]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Clivaz]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[da Ponte]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ní Shúilleabháin]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Takahashi]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mathematics lesson study around the world: Theoretical and methodological issues]]></source>
<year>2018</year>
<page-range>105-22</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hurst]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Provoking contingent moments: Knowledge for &#8216;powerful teaching&#8217; at the horizon]]></article-title>
<source><![CDATA[Educational Research]]></source>
<year>2017</year>
<volume>59</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>107-23</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lampert]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ball]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aligning teacher education with contemporary K-12 reform visions]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Darling-Hammond]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Sykes]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching as the learning profession: Handbook of policy and practice]]></source>
<year>1999</year>
<page-range>33-53</page-range><publisher-name><![CDATA[Jossey-Bass]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mason]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Researching your own practice. The discipline of noticing]]></source>
<year>2002</year>
<publisher-name><![CDATA[Routledge-Falmer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mason]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Spencer]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beyond mere knowledge of mathematics: the importance of knowing-to act in the moment]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>1999</year>
<numero>38</numero>
<issue>38</issue>
<page-range>135-61</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perrenoud]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Diez nuevas competencias para enseñar: Invitación al viaje]]></source>
<year>2004</year>
<publisher-name><![CDATA[Graó]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rowland]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Huckstep]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Thawaites]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Elementary Teachers&#8217; Mathematics Subject Knowledge: The Knowledge Quartet and the Case of Naomi]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2005</year>
<volume>8</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>255-81</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rowland]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Thawaites]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jared]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Triggers of contingency in mathematics teaching]]></article-title>
<source><![CDATA[Research in Mathematics Education]]></source>
<year>2015</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>74-91</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rowland]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Thawaites]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Research into teacher knowledge: a stimulus for development in mathematics teacher education practice]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2014</year>
<volume>46</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>317-28</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rowland]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Zazkis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contingency in the Mathematics Classroom: Opportunities Taken and Opportunities Missed]]></article-title>
<source><![CDATA[Canadian Journal of Science, Mathematics and Technology Education]]></source>
<year>2013</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>137-53</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schön]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Formación de profesionales reflexivos: Hacia un nuevo diseño de la enseñanza y aprendizaje en las profesiones]]></source>
<year>1992</year>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge and teaching: Foundations of the new reform]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1987</year>
<volume>57</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-23</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smyth]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Una pedagogía crítica de la práctica en el aula]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>1991</year>
<numero>294</numero>
<issue>294</issue>
<page-range>275-300</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sosa]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Conocimiento Matemático para la enseñanza en bachillerato. Un estudio de dos casos]]></source>
<year>2011</year>
<publisher-name><![CDATA[Universidad de Huelva]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stake]]></surname>
<given-names><![CDATA[R.E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación con Estudios de Casos]]></source>
<year>2007</year>
<edition>4</edition>
<publisher-name><![CDATA[Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[El conocimiento del profesor de matemáticas en la práctica: enseñanza de la proporcionalidad]]></source>
<year>2015</year>
<publisher-name><![CDATA[Universidad Autónoma de Barcelona]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development]]></article-title>
<source><![CDATA[Research in Mathematics Education]]></source>
<year>2012</year>
<volume>14</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>253-71</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing the Ability to Respond to the Unexpected]]></article-title>
<source><![CDATA[Informal Proceedings of the British Society for Research into Learning Mathematics]]></source>
<year>2009</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>91-6</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Turner]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Rowland]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Knowledge Quartet as an organizing framework for developing and deepening teachers&#8217; mathematics knowledge]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Rowland]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruthven]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mathematical Knowledge in Teaching]]></source>
<year>2011</year>
<page-range>195-212</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zazkis]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Leikin]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Exemplifying definitions: a case of a square]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2008</year>
<numero>69</numero>
<issue>69</issue>
<page-range>131-48</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
