<?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]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132012000300010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pitágoras e van Hiele: uma possibilidade de conexão]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leivas]]></surname>
<given-names><![CDATA[José Carlos Pinto]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>03</numero>
<fpage>643</fpage>
<lpage>655</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132012000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132012000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132012000300010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho analisa como um grupo de alunos da licenciatura em Matemática e de professores em ação continuada enuncia e representa o Teorema de Pitágoras. A pesquisa tem conotação qualitativa e foi realizada num evento de Educação Matemática, durante a realização de uma oficina sobre os níveis de van Hiele, no segundo semestre do ano de 2010. Aspectos de visualização e representação foram observados, e constatamos que a maioria absoluta dos sujeitos investigados não expressa corretamente o teorema numa linguagem matemática apropriada, estabelecendo conflitos cognitivos entre aspectos de medida e de formas. Além disso, as representações do teorema, feitas pelos sujeitos, se limitam, quando o fazem, a uma única situação, e não dão sinais de identificarem uma generalização do teorema, além do aspecto geométrico de construir quadrados sobre os lados de um triângulo retângulo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This work analyses how a group of graduate students of Mathematics and practicing teachers represent Pythagoras’s Theorem. The research has a qualitative approach and was held at an event of Mathematics Education, during a workshop on the van Hiele levels in the second half of 2010. Aspects of visualization and representation were observed and we found that the majority of investigated subjects don’t use an appropriate language for the mathematical theorem, establishing conflict between cognitive aspects and forms of measurement. Furthermore, representations of the theorem, given by the subjects are limited, when they give them, to a single location and they don't give signs to identify a generalization of Theorem beyond the geometric aspect of constructing squares on the sides of a triangle.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teorema de Pitágoras]]></kwd>
<kwd lng="pt"><![CDATA[Teoria de van Hiele]]></kwd>
<kwd lng="pt"><![CDATA[Educação Geométrica]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Pythagoras Theorem]]></kwd>
<kwd lng="en"><![CDATA[Theory of van Hiele]]></kwd>
<kwd lng="en"><![CDATA[Geometric Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Pit&aacute;goras e van Hiele: uma possibilidade de conex&atilde;o.</h2> <h3>Pythagoras and van  Hiele: a possible connection.</h3>     <p>&nbsp;</p> <h4>Jos&eacute; Carlos Pinto Leivas</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DAVIS]]></surname>
<given-names><![CDATA[P. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Visual theorems.]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>1993</year>
<volume>24</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>333-344</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
