<?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>0102-5473</journal-id>
<journal-title><![CDATA[Perspectiva]]></journal-title>
<abbrev-journal-title><![CDATA[Perspectiva]]></abbrev-journal-title>
<issn>0102-5473</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-54732018000200421</article-id>
<article-id pub-id-type="doi">10.5007/2175-795x.2018v36n2p421</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A integração da tecnologia na planificação de aulas na perspectiva do ensino exploratório: um estudo com futuros professores de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Integration of technology in planning lessons following an exploratory approach: a study with prospective mathematics teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[La integración de la tecnología en la planificación de clases en la perspectiva de la enseñanza exploratoria: un estudio con futuros profesores de Matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Hélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henriques]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Fallas]]></surname>
<given-names><![CDATA[Luis Fabián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>421</fpage>
<lpage>446</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-54732018000200421&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-54732018000200421&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-54732018000200421&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo foi realizado no âmbito da formação didática do mestrado em ensino da Matemática para o 3º ciclo do ensino básico e o ensino secundário, da Universidade de Lisboa, com o objetivo de compreender que conhecimentos profissionais os futuros professores apresentam no que diz respeito à integração das tecnologias digitais em aulas, na perspectiva do ensino exploratório. Adotando-se o modelo teórico de Technological Pedagogical Content Knowledge (TPACK), procura-se especificamente conhecer o nível de desenvolvimento de TPACK demonstrado pelos futuros professores, nas dimensões do currículo, da aprendizagem e do ensino. A análise de dados incide sobre os planos de aula detalhados que os grupos de futuros professores elaboraram e nas suas justificativas para as opções tomadas, em dois semestres consecutivos do curso. Os resultados evidenciam uma evolução positiva do TPACK dos futuros professores em várias dimensões, tendo este se mostrado mais desenvolvido na dimensão relativa à aprendizagem. No entanto, nas propostas inclusas em seus planos, observa-se que não são suficientemente visadas atividades de pensamento de nível elevado nem é promovida a autonomia do aluno no que diz respeito a sua aprendizagem sobre o uso da tecnologia para resolução das tarefas propostas. Reconhecendo-se que a planificação da integração da tecnologia no ensino da Matemática é uma prática complexa, são requeridas experiências significativas durante a formação inicial, mais próximas à realidade de sala de aula, para que os futuros professores aprendam a usar a tecnologia de modo a transformar o ensino e criar oportunidades para a aprendizagem dos alunos no quadro de uma abordagem exploratória.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present study was carried out in the didactic component of the Master&#8217;s degreee in Mathematics Teaching for the 3rd cycle of elementary school and high school, at University of Lisbon, with the goal of understanding the professional knowledge of prospective teachers (PT) regarding the integration of digital technologies in mathematics teaching, from the perspective of exploratory teaching. Adopting the theoretical model of Technological Pedagogical Content Knowledge (TPACK) it was specifically aimed to to know the level of development of PT&#8217;s TPACK in the dimensions of curriculum, learning, and teaching. The data analysis focuses on the detailed lesson plans that the PT groups have elaborated and their justifications for the options taken, in two consecutive semesters of the course. The results show a positive evolution of PT&#8217;s TPACK in the different dimensions, with a higher progression in the dimension concerning learning. However, it was observed from the proposals that PTs include in their plans that activities of high level thinking are not sufficiently targeted nor the student's autonomy is promoted in their learning about the use of technology to solve the proposed tasks. Recognizing that planning for the technology integration into mathematics teaching is a complex practice, meaningful experiences, closer to classroom reality, are required during initial training so that PTs&#8217; learners se technology in order to transform teaching and create opportunities for studenta&#8217; learning within the framework of the exploratory teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio fue realizado en el ámbito de la formación didáctica de la maestría en Enseñanza de la Matemática para el 3.º ciclo de la enseñanza básica y la enseñanza secundaria, de la Universidad de Lisboa, con el objetivo de comprender que conocimientos profesionales evidencian los futuros profesores (FP) en lo que se refiere a la integración de las tecnologías digitales en las clases, a partir de la perspectiva de la enseñanza exploratoria. Adoptando el modelo teórico del Technological Pedagogical Content Knowledge (TPACK) se busca específicamente conocer el nivel de desarrollo del TPACK evidenciado por los futuros profesores (FP), en las dimensiones del currículo, aprendizaje y enseñanza. El análisis de los datos incide sobre los planes de clase detallados que los grupos de FP elaboraron y las justificaciones de las decisiones tomadas, en dos semestres consecutivos. Los resultados evidenciaron una evolución positiva del TPACK en estas dimensiones, revelándose más desarrollado en la dimensión relativa al aprendizaje. Sin embargo, se observa que en las propuestas que incluyen en sus planes no son suficientemente referidas las actividades de pensamiento de nivel elevado ni es promovida la autonomía del alumno en su aprendizaje sobre el uso de la tecnología para resolver las tareas propuestas. Reconociendo que la planificación de la integración de la tecnología en la enseñanza de la Matemática es una práctica compleja, son requeridas experiencias significativas durante la formación inicial, más próximas de la realidad del aula, para que los FP aprendan a usar la tecnología para transformar su enseñanza y crear oportunidades para el aprendizaje, en el cuadro de un abordaje exploratorio]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Pre-service teacher education]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial de maestros/as y profesores/as]]></kwd>
</kwd-group>
</article-meta>
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