<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciênc. educ. (Bauru)]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132018000200501</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320180020015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um estudo sobre as intervenções docentes em contextos de atividades investigativas no âmbito de aulas de Matemática do Ensino Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[A study on the teacher interventions in contexts of investigative activities within the Mathematics classes of Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Karina Alessandra Pessoa da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vertuan]]></surname>
<given-names><![CDATA[Rodolfo Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná Departamento Acadêmico de Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UTFPR  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>501</fpage>
<lpage>516</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132018000200501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132018000200501&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132018000200501&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo apresenta-se resultados de pesquisa que busca discutir a mobiliza&#231;&#227;o de conhecimentos dos alunos e o encaminhamento de resolu&#231;&#227;o de atividades investigativas em aulas de Matem&#225;tica mediadas por interven&#231;&#245;es docentes. A fundamenta&#231;&#227;o baseia-se no aporte te&#243;rico de atividades investigativas, considerando-as essencialmente abertas e pouco estruturadas, pass&#237;veis de abarcar temas e / ou situa&#231;&#245;es de interesse dos alunos e possibilitar a mobiliza&#231;&#227;o de conhecimentos de diferentes naturezas. Foram analisadas tr&#234;s atividades desenvolvidas por grupos de alunos de tr&#234;s turmas de um curso de Licenciatura em Qu&#237;mica na disciplina de C&#225;lculo Diferencial e Integral I de uma universidade p&#250;blica. Por meio de an&#225;lise qualitativa de cunho interpretativo de falas transcritas de epis&#243;dios-orienta&#231;&#227;o e epis&#243;dios-apresenta&#231;&#227;o, evidencia-se que as interven&#231;&#245;es docentes, em certa medida, cooperam com o desenvolvimento da atividade, possibilitam compartilhamento de conhecimentos entre docente e alunos, estabelecem rela&#231;&#245;es entre &#225;reas interdependentes e, em alguns momentos, direcionam o encaminhamento da atividade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper presents the results of a research that discusses the students&#8217; knowledge mobilization and the referral of the resolution of investigative activities in Mathematics classes mediated by teaching interventions. The position is based on the theoretical contribution of investigative activities, considering them to be essentially open and unstructured, which can cover topics and / or situations of interest to the students and that enable the knowledge mobilization of different natures. Three activities developed by groups of students from three classes of a degree in Chemistry in the discipline of Differential and Integral Calculus I of a public university were analyzed. Through a qualitative interpretative analysis of transcribed statements of episodes-orientation and episodes-presentation, it become evident that the teaching interventions, to a certain extent, cooperate with the evolution of the activity, enabling the sharing of knowledge between teacher and students, and establish relationships between interdependent areas and, at times, direct the activity.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Atividade investigativa]]></kwd>
<kwd lng="pt"><![CDATA[Mobilização do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Intervenções docentes]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Investigative activity]]></kwd>
<kwd lng="en"><![CDATA[Knowledge mobilization]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; interventions]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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