<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602017000200074</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2017v7n2id301</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um caso de ensino sobre o sistema de numeração decimal como meio de identificação e formação de saberes de futuros professores de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[A teaching case about the decimal numbering system as a means of identification and knowledge elaboration of mathematics future teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Un caso de un medio de identificación y conocimiento de la formación de futuros profesores de matemáticas de enseñanza acerca de el como de sistema de numeración decimal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Raquel Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,UNESP Faculdade de Ciências e Tecnologia Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<fpage>74</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602017000200074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602017000200074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602017000200074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda uma pesquisa qualitativa interpretativa que analisou a utilização de um caso de ensino como meio de identificação e de elaboração de saberes docentes de licenciandos do curso de Matemática, de uma universidade pública do interior de São Paulo. O caso de ensino versava sobre o Sistema de Numeração Decimal (SND) e oportunizou aos licenciandos a vivência do processo de diagnóstico, de compreensão de dificuldades e de avaliação em situações didático-pedagógicas. A análise dos resultados evidenciou que a clareza dos licenciandos quanto às características do SND, em termos de agrupamento e posicionalidade, mostra-se pertinente para a elaboração de saberes docentes referentes à compreensão da natureza e da origem dos erros cometidos pelos alunos do caso de ensino. Igualmente essa clareza permitiu realizar questões e ações relacionadas à prática pedagógica. Os resultados indicam que saberes docentes podem ser desenvolvidos a partir da qualidade da relação entre o saber do licenciando e o saber apresentado pelos alunos no processo de ensino e aprendizagem. Concluiu-se que as simulações didático-pedagógicas vivenciadas em um caso de ensino podem ser entendidas como meio de desenvolvimento de saberes docentes na formação inicial de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is about a qualitative interpretive research that analyzed the use of a teaching case as a means of identification and elaboration of teaching knowledge of undergraduated students of Mathematics from a public university in the interior of São Paulo. The teaching case was about the Decimal Numbering System (SND) and gave the licenciandos the experience of the process of diagnosis, understanding of difficulties and evaluation in didactic-pedagogical situations. The analysis of the results showed that the clarity of the Mathematics undergraduate students regarding the characteristics of the SND, in terms of grouping and positionality, is relevant for the elaboration of teacher knowledge regarding the understanding of the nature and origin of the mistakes made by students in the teaching case. This clarity also allowed the elaboration of questions and actions related to pedagogical practice. The results indicate that teacher knowledge can be developed based on the quality of the relation between the knowledge of the Mathematics future teacher and the knowledge presented by the students in the process of teaching and learning. It was concluded that the didactic-pedagogical simulations experienced in a teaching case can be understood as a means of developing teacher knowledge in the initial teacher training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo es acerca de una investigación cualitativa interpretativa que examinó el uso de un caso de la enseñanza como un medio de identificación y elaboración de maestros conocimiento de licenciandos de grado en matemáticas por la Universidad de estado de São Paulo. El caso de la enseñanza era sobre el sistema de numeración Decimal (SND) y permitió a licenciandos la experiencia del proceso de diagnóstico y las dificultades de la evaluación de la comprensión en situaciones didácticas pedagógicas. El análisis de los resultados mostró que la claridad de las características de licenciandos de la SND, en términos de agrupación y posicionalidade, es relevante para el desarrollo de los docentes de conocimientos referente a la comprensión de la naturaleza y origen de los errores cometidos por los estudiantes del caso. Esto claramente permitió realizar cuestiones y acciones relacionadas con la práctica pedagógica. Los resultados indican que se puede desarrollar conocimiento de maestros de la calidad de la relación entre el conocimiento de las licencias y conocimiento presentado por los alumnos en la enseñanza y aprendizaje. Se concluyó que las simulaciones didácticas pedagógicas experimentaron un caso de la enseñanza puede entenderse como un medio de desarrollo de los conocimientos docentes en formación inicial del profesorado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Caso de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Sistema de Numeração Decimal]]></kwd>
<kwd lng="pt"><![CDATA[Saberes e Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Teaching Case]]></kwd>
<kwd lng="en"><![CDATA[Decimal Numbering System]]></kwd>
<kwd lng="en"><![CDATA[Knowledge and Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Sistema de Numeración Decimal]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento y Formación de Professores]]></kwd>
</kwd-group>
</article-meta>
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