<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362016000400845</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362016000400004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimento tecnol&#243;gico dos professores de Matem&#225;tica sobre quadros interativos segundo as pol&#237;ticas p&#250;blicas de forma&#231;&#227;o cont&#237;nua]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematics teachers&#8217; technological knowledge about interactive whiteboards according to public policies of lifelong training]]></article-title>
<article-title xml:lang="es"><![CDATA[El conocimiento tecnológico de los profesores de Matemáticas sobre la pizarra interactiva según las políticas públicas de formación continua]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sampaio]]></surname>
<given-names><![CDATA[Patricia Alexandra da Silva Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>93</numero>
<fpage>845</fpage>
<lpage>865</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362016000400845&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362016000400845&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362016000400845&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoO Plano Tecnol&#243;gico da Educa&#231;&#227;o foi o maior programa de moderniza&#231;&#227;o tecnol&#243;gica das escolas portuguesas e era composto por tr&#234;s eixos: Tecnologia, Conte&#250;dos e Forma&#231;&#227;o. Apresenta-se um estudo sobre o impacto destas pol&#237;ticas p&#250;blicas nas pr&#225;ticas dos docentes sobre o uso de quadros interativos (QI). Aplicou-se um question&#225;rio a 453 docentes de Matem&#225;tica de Portugal e concluiu-se que estes consideram que possuem um n&#237;vel bom em TIC, usam-nas com frequ&#234;ncia nas aulas, consideram ser detentores de conhecimento tecnol&#243;gico sobre QI, mas ainda &#233; vis&#237;vel uma dispers&#227;o de uso. Os docentes sentem maior necessidade de aperfei&#231;oamento da capacidade de usar os QI para proporcionar aos alunos diferentes oportunidades de aprendizagem e praticar Matem&#225;tica. A frequ&#234;ncia em forma&#231;&#227;o cont&#237;nua no &#226;mbito destas pol&#237;ticas trouxe melhorias significativas no conhecimento tecnol&#243;gico dos docentes sobre esta ferramenta, mas ainda h&#225; um longo caminho a percorrer para o desenvolvimento do TPACK Matem&#225;tico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThe Education Technological Plan was a major program of technological improvement in Portuguese schools. It was composed by three axes: Technology, Content and Training. In this framework, a research was made on the effect of these public policies on teachers&#8217; daily practices using interactive whiteboards (IW). A questionnaire was applied to 453 math teachers in Portugal. It was concluded that teachers consider they have a good level of ICT knowledge and they frequently use technological tools in classes. They also consider they have technological knowledge on IW, but a widespread of its use can still be seen. Teachers feel a great need to improve their ability to use the IW tools in order to give students different opportunities when learning and practicing mathematics. Teachers upgraded their technological knowledge on IW tools by participating in lifelong training under these policies. Nevertheless, there is still a long way to go to improve Mathematics TPACK.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenEl Plan Tecnol&#243;gico de Educaci&#243;n fue el mayor programa de modernizaci&#243;n tecnol&#243;gica de las escuelas portuguesas, siendo compuesto por tres ejes: tecnolog&#237;a, contenidos y formaci&#243;n. Presentamos un estudio sobre el impacto de estas pol&#237;ticas p&#250;blicas en las actividades de los profesores sobre el uso de pizarras interactivas (PI). Se aplic&#243; un cuestionario a 453 docentes de matem&#225;ticas de Portugal. Se concluy&#243; que todos los profesores consideran que poseen un buen nivel en TIC y usan, frecuentemente, en sus clases, herramientas tecnol&#243;gicas. Consideran tener conocimiento tecnol&#243;gico sobre PI, pero a&#250;n es visible una gran dispersi&#243;n de uso. Los docentes sienten mayor necesidad de perfeccionamiento de la capacidad de usar las herramientas de las PI a fin de proporcionar a los alumnos diferentes oportunidades de aprendizaje y practicar matem&#225;ticas. La frecuencia en formaci&#243;n continua en el &#225;mbito de estas pol&#237;ticas ha tra&#237;do mejoras significativas en el conocimiento tecnol&#243;gico de los profesores de matem&#225;ticas sobre esta herramienta, pero a&#250;n queda mucho camino por recorrer para el desarrollo del TPACK Matem&#225;tico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Quadro interativo]]></kwd>
<kwd lng="pt"><![CDATA[TPACK matemático]]></kwd>
<kwd lng="pt"><![CDATA[Formação contínua]]></kwd>
<kwd lng="pt"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="en"><![CDATA[Interactive whiteboard]]></kwd>
<kwd lng="en"><![CDATA[Mathematics TPACK]]></kwd>
<kwd lng="en"><![CDATA[Lifelong training]]></kwd>
<kwd lng="en"><![CDATA[Public policies]]></kwd>
<kwd lng="es"><![CDATA[Pizarra interactiva]]></kwd>
<kwd lng="es"><![CDATA[TPACK Matemático]]></kwd>
<kwd lng="es"><![CDATA[La formación continua]]></kwd>
<kwd lng="es"><![CDATA[Políticas públicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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