<?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>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000100103</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n1a02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Ensino de Matemática desenvolvido em modelos de Ensino Híbrido: um mapeamento teórico de dissertações e teses brasileiras]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematics Teaching developed in Hybrid Hearning models: a theoretical mapping of Brazilian dissertations and theses]]></article-title>
<article-title xml:lang="es"><![CDATA[La enseñanza de las matemáticas desarrollada en modelos de aprendizaje híbridos: un mapeo teórico de disertaciones y tesis brasileñas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Paula Eugenia dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viali]]></surname>
<given-names><![CDATA[Lori]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Denardin]]></surname>
<given-names><![CDATA[Luciano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lahm]]></surname>
<given-names><![CDATA[Regis Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Secretaria de Estado de Educação do Mato Grosso  ]]></institution>
<addr-line><![CDATA[ Mato Grosso]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul Programa de Pós-Graduação em Educação em Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul Programa de Pós-Graduação em Educação em Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Pontifícia Universidade Católica do rio Grande do Sul Programa de Pós-Graduação em Educação em Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetiva, por meio de um mapeamento das produções brasileiras, descrever e entender de que forma o Ensino Híbrido desenvolve-se no âmbito do Ensino de Matemática. Na realização das buscas dessas produções, foi consultada a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). Identificou-se, em um primeiro momento, onze produções, das quais, por meio de leitura dos títulos, palavras-chave e resumos, foram selecionadas dez que mais se aproximavam do objetivo deste mapeamento. A análise evidenciou que os objetivos das produções nem sempre convergem, possivelmente pela pequena quantidade de produções e pela complexidade da temática. Com relação aos autores, nove das dez produções convergiram na conceituação dos termos utilizando os referenciais teóricos de Horn e Staker (2015) e Bacich, Tanzi Neto e Trevisani (2015). De modo geral, notou-se a personalização, citada em todas as produções analisadas, como uma das principais justificativas na utilização do modelo de ensino híbrido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims, through a mapping of Brazilian productions, to describe and understand how hybrid teaching happens in the context of Mathematics Teaching. The Brazilian Digital Library of Theses and Dissertations (BDTD) was used to search. In a first moment, eleven productions were identified, from which, by reading the titles, keywords and abstracts, ten were selected that were closer to the objective of this mapping. The analysis showed that the objectives of the productions do not always converge, possibly due to the small number of productions and the complexity of the theme. Regarding the authors, nine of the ten productions converged in the conceptualization of the terms using the theoretical references of Horn and Staker (2015) and Bacich, Tanzi Neto and Trevisani (2015). In general, it was noted the personalization, cited in all the analyzed productions, as one of the main justifications in the use of the hybrid teaching model.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo pretende, a través de un mapeo de las producciones brasileñas, describir y comprender cómo se produce la enseñanza híbrida en el contexto de la enseñanza de las matemáticas. Para la búsqueda se consultó la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD). Se identificaron, once producciones, de las cuales, a través de la lectura de los títulos, palabras clave y resúmenes, se seleccionaron diez que se acercaban más al objetivo. El análisis mostró que los objetivos de las producciones no siempre convergen, posiblemente debido al reducido número de producciones y a la complejidad del tema. En cuanto a los autores, nueve de las diez producciones convergieron en la conceptualización de los términos utilizando las referencias teóricas de Horn y Staker (2015) y Bacich, Tanzi Neto y Trevisani (2015). En general, se observó la personalización, citada en todas las producciones analizadas, como una de las principales justificaciones en el uso del modelo de enseñanza híbrido.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Híbrido]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Mapeamento]]></kwd>
<kwd lng="en"><![CDATA[Hybrid Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Mapping]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje híbrido]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Cartografía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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