<?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>S2179-426X2023000300107</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n3a08</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise de abordagens à Integral Definida em pesquisas brasileiras]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of approaches to the Definite Integral in Brazilian research]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis de la discusión dada a Integral Definida en pesquisas brasileñas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mota]]></surname>
<given-names><![CDATA[Janine Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000300107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000300107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000300107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo aqui retratado orienta-se pelo objetivo de conhecer a abordagem dada aos processos de ensino e de aprendizagem da Integral Definida em algumas pesquisas brasileiras. Para a coleta de dados, foi realizado levantamento de 15 dissertações e teses em dois repositórios, sendo que essas foram lidas e fichadas. O referencial teórico reporta-se ao Enfoque Ontossemiótico, a partir de suas facetas: epistêmica, mediacional, interacional, cognitiva, afetiva e ecológica, as quais orientaram a análise. Como resultados, identificamos que os trabalhos apresentam fundamentos acerca da evolução da compreensão do conceito da Integral Definida; seus resultados fortalecem a importância de novos estudos e pesquisas com futuros professores de Matemática, com a finalidade de aprimorar os conhecimentos didáticomatemáticos e as competências deles, o que, certamente, contribuirá para a sua futura prática profissional; sendo que os processos de mediação possibilitam o aprimoramento do trabalho docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study portrayed here is guided by the objective of understanding the approach given to the teaching and learning processes of Definite Integral in some Brazilian research. For data collection, 15 dissertations and theses were collected from two repositories, which were read and registered. The theoretical framework refers to the Ontosemiotic Approach, based on its facets: epistemic, mediational, interactional, cognitive, affective and ecological, which guided the analysis. As results, we identified that the works present fundamentals about the evolution of understanding of the concept of the Definite Integral; its results strengthen the importance of new studies and research with future Mathematics teachers, with the aim of improving their didacticmathematical knowledge and skills, which will certainly contribute to their future professional practice; and mediation processes enable the improvement of teaching work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio aquí presentado tiene como objetivo comprender la discusión dada a los procesos de enseñanza y aprendizaje de Integral Definida en algunas investigaciones brasileñas. Para la recolección de datos se recolectaron 15 disertaciones y tesis de dos repositorios, las cuales fueron leídas y registradas. El marco teórico hace referencia al Enfoque Ontosemiótico, a partir de sus facetas: epistémica, mediacional, interaccional, cognitiva, afectiva y ecológica, que guiaron el análisis. Como resultados, identificamos que los trabajos presentan fundamentos sobre la evolución de la comprensión del concepto de Integral Definida; sus resultados fortalecen la importancia de nuevos estudios e investigaciones con los futuros docentes de Matemáticas, con el objetivo de mejorar sus conocimientos y habilidades didáctico-matemáticos, lo que sin duda contribuirá a su futura práctica profesional; y los procesos de mediación posibilitan la mejora de la labor docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Enfoque Ontossemiótico]]></kwd>
<kwd lng="pt"><![CDATA[Cálculo Diferencial e Integral]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Ontosemiotic Approach]]></kwd>
<kwd lng="en"><![CDATA[Differential and Integral Calculus]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Enfoque Ontosemiótico]]></kwd>
<kwd lng="es"><![CDATA[Cálculo Diferencial e Integral]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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