<?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>S2448-80892025000100221</article-id>
<article-id pub-id-type="doi">10.24844/em3701.08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprendizagem compreensiva da medida de área de um retângulo no 3.º ano do ensino primário]]></article-title>
<article-title xml:lang="es"><![CDATA[Aprendizaje comprensivo de la medida del área de un rectángulo en el 3er. año de la educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Comprehensive learning of rectangle area in the 3rd year of primary education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menino]]></surname>
<given-names><![CDATA[Hugo Alexandre Lopes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farinha]]></surname>
<given-names><![CDATA[Soraia Antunes Filipa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Leiria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Leiria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>221</fpage>
<lpage>240</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892025000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892025000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892025000100221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O conceito de medida de área é complexo para os alunos, em grande parte pela introdução precoce de fórmulas de cálculo, que não são compreendidas. Neste estudo apresenta-se a análise da implementação de uma tarefa matemática, num terceiro ano de escolaridade (8-9 anos de idade) construída com o intuito de proporcionar a aprendizagem significativa e compreensiva da fórmula de cálculo de área do retângulo. A tarefa foi implementada na sala de aula através de uma abordagem de ensino exploratório. Pretende-se analisar as estratégias utilizadas e as aprendizagens emergentes dos alunos. Os resultados evidenciam que, na realização da tarefa, os alunos descobriram indutivamente a fórmula, dando-lhe sentido. Em termos de aprendizagem foram determinantes as caraterísticas da tarefa e o seu modo de concretização em aula. Destacam-se a importância do trabalho autónomo e colaborativo, que proporcionou uma discussão de ideias matemáticas e o confronto de estratégias pelos alunos; e as oportunidades pedagógicas da fase de discussão coletiva e síntese, que permitiu a institucionalização de ideias e procedimentos de forma compreensiva. Transversalmente, foi evidente o papel mediador da professora que, através de ações intencionais, auxiliou os alunos a progredirem e refina-rem o seu raciocínio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El concepto de medida de área es complejo para los alumnos, en gran parte debido a la introducción temprana de fórmulas de cálculo que no se comprenden. Este estudio presenta un análisis de la implementación de una tarea matemática en un tercer año de escolaridad (8-9 años de edad), diseñada con el objetivo de proporcionar un aprendizaje significativo y comprensivo de la fórmula para calcular el área del rectángulo. La tarea se implementó en el aula mediante un enfoque de enseñanza exploratoria. Se pretende analizar las estrategias utilizadas y los aprendizajes emergentes de los alumnos. Los resultados evidencian que, al realizar la tarea, los alumnos descubrieron inductivamente la fórmula, dándole sentido. En términos de aprendizaje, fueron determinantes las características de la tarea y su implementación en el aula. Se destaca la importancia del trabajo autónomo y colaborativo, que permitió la discusión de ideas matemáticas y el contraste de estrategias entre los alumnos; y las oportunidades pedagógicas de la fase de discusión colectiva y síntesis, que facilitaron la institucionalización de ideas y procedimientos de manera comprensiva. De forma transversal, fue evidente el papel mediador de la profesora, quien, a través de acciones intencionadas, ayudó a los alumnos a progresar y refinar su razonamiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The concept of area measurement is challenging for students, often due to the early introduction of formulas without proper understanding. This study analyses the implementation of a mathematical task in a third-grade class (ages 8-9) designed to promote meaningful and comprehensive learning of the formula used to calculate the area of a rectangle. The task was implemented in the classroom using an inquiry-based learning approach. The aim is to analyze the strategies used and the emerging learning outcomes of the students. The results show that, through this task, students inductively discovered the formula, giving it meaning. In terms of learning, the characteristics of the task and the way it was implemented in class were decisive. We highlight the importance of autonomous and collaborative work, which allowed students to discuss mathematical ideas and compare strategies; and the pedagogical opportunities of the collective discussion and synthesis phase, which provided a platform for institutionalizing ideas and procedures in a comprehensive manner. Transversely, the mediating role of the teacher was evident, with intentional actions that helped students advance and refine their reasoning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem compreensiva]]></kwd>
<kwd lng="pt"><![CDATA[medida de área]]></kwd>
<kwd lng="pt"><![CDATA[tarefa]]></kwd>
<kwd lng="pt"><![CDATA[ensino exploratório]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje comprensivo]]></kwd>
<kwd lng="es"><![CDATA[medida de área]]></kwd>
<kwd lng="es"><![CDATA[tarea]]></kwd>
<kwd lng="es"><![CDATA[enseñanza exploratoria]]></kwd>
<kwd lng="en"><![CDATA[comprehensive learning]]></kwd>
<kwd lng="en"><![CDATA[area measurement]]></kwd>
<kwd lng="en"><![CDATA[task]]></kwd>
<kwd lng="en"><![CDATA[inquiry-based learning]]></kwd>
</kwd-group>
</article-meta>
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