<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782015000300635</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782015206205</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O professor como construtor do curr&#237;culo: integra&#231;&#227;o da tecnologia em atividades de aprendizagem de matem&#225;tica]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHERS AS CURRICULUM BUILDERS: INTEGRATING TECHNOLOGY TO LEARNING ACTIVITIES IN MATHEMATICS]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PROFESOR COMO CREADOR DEL CURRÍCULO: INTEGRACIÓN DE TECNOLOGÍAS EN ACTIVIDADES DE APRENDIZAJE DE MATEMÁTICAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SAMPAIO]]></surname>
<given-names><![CDATA[PATRÍCIA ALEXANDRA DA SILVA RIBEIRO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COUTINHO]]></surname>
<given-names><![CDATA[CLARA PEREIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A02">
<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>09</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<volume>20</volume>
<numero>62</numero>
<fpage>635</fpage>
<lpage>661</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782015000300635&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782015000300635&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782015000300635&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O desenvolvimento profissional dos professores de matem&#225;tica, por meio de progra&#172;mas nacionais e forma&#231;&#245;es cont&#237;nuas, deve proporcionar experi&#234;ncias que envolvam investiga&#231;&#227;o, pensamento, planeamento, pr&#225;tica e reflex&#227;o. No caso da tecnologia, n&#227;o nos devemos focar nas ferramentas em si, mas no modo como s&#227;o usadas pelos docentes em contexto de sala de aula. Existem taxonomias de atividades de apren&#172;dizagem baseadas no conte&#250;do assentes na ideia do professor como construtor do curr&#237;culo, que, para integrar com sucesso a tecnologia educativa nas aulas, desenvolve o conhecimento pedag&#243;gico e tecnol&#243;gico do conte&#250;do (TPACK), e apresenta-se a de matem&#225;tica. Desse modo, reflete-se, por meio de v&#225;rios estudos nacionais e internacionais, que as tecnologias dever&#227;o ser usadas pelos professores de acordo com objetivos, conte&#250;dos e pedagogias espec&#237;ficas para terem um efeito positivo na aprendizagem dos alunos sobre as atividades baseadas no conte&#250;do que melhor se enquadram com essas tecnologias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Professional development of mathematics&#8217; teachers, through national programs and continuous training, should provide experiences that involve investigation, ideas, planning, practice and reflection. In the specific case of technology, we shouldn&#8217;t focus only on tools itself, but the way they are used by teachers with their students. Based on the idea of the teacher as builder of curriculum, that develops technological pedagogical and content knowledge (TPACK) to integrate successfully the educational technology into the classroom, there are taxonomies of learning activities and mathematics is one of them. This way, through several national and international studies, we think that technologies should be used by teachers according to objectives, content and specific pedagogies to have a positive effect on student learning and which content based activities best fits with them.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El desarrollo profesional de los profesores de matem&#225;ticas, a trav&#233;s de programas y formaciones continuas, debe proporcionar experiencias que incluyan investigaci&#243;n, pensamiento, planeamiento, pr&#225;ctica y reflexi&#243;n. En el caso de la tecnolog&#237;a, no debemos enfocarnos en el tipo de tecnolog&#237;a, sino y sobre todo, en el modo como es utilizada por los profesores en el contexto del aula. Basado en la idea del profesor como creador del curr&#237;culo, que para integrar con &#233;xito la tecnolog&#237;a educativa desarrolla el conocimiento pedag&#243;gico y tecnol&#243;gico del contenido (TPACK), existen taxonom&#237;as de actividades de aprendizaje pensadas desde el contenido, present&#225;ndose la de matem&#225;tica. As&#237;, se refleja a trav&#233;s de varios estudios nacionales e internacionales que las tecnolog&#237;as deben ser usadas seg&#250;n los objetivos, contenidos y pedagog&#237;as espec&#237;ficas, a fin de alcanzar un efecto positivo en el aprendizaje de los estudiantes y que actividades basadas en el contenido mejor se encuadran con estas tecnolog&#237;as.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tecnologia educativa]]></kwd>
<kwd lng="pt"><![CDATA[TPACK]]></kwd>
<kwd lng="pt"><![CDATA[atividades de aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[TPACK]]></kwd>
<kwd lng="en"><![CDATA[learning activities]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[TPACK]]></kwd>
<kwd lng="es"><![CDATA[actividades de aprendizaje]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang="en"><![CDATA[A resolu&#231;&#227;o de uma atividade de l&#243;gica por grupos <em>online:</em> algumas considera&#231;&#245;es]]></article-title>
<source><![CDATA[Anais...]]></source>
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<conf-name><![CDATA[ Encontro Nacional de Educação Matemática, 11]]></conf-name>
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