<?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[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>S1516-73132020000100209</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sobre Justificativas em Questões do Tipo Verdadeiro/Falso de Estudantes de Licenciatura em Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Justification in True/False Questions Given by Future Mathematics Teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[William]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Vera Helena Giusti de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Imafuku]]></surname>
<given-names><![CDATA[Roberto Seidi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Instituto de Matemática e Estatística ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132020000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132020000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132020000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Analisam-se as justificativas dadas por um grupo de estudantes de Licenciatura em Matemática em questões sobre sequências numéricas, do tipo Verdadeiro / Falso, ao final das disciplinas Sequências e Séries (6º semestre) e Introdução à Análise Real (8º semestre). Entrevistas semiestruturadas com docentes dessas disciplinas e a leitura de pesquisas na área orientaram a elaboração das questões propostas aos participantes e as entrevistas semiestruturadas com três deles, nos dois momentos da investigação. A interação de aspectos algorítmicos, intuitivos e formais, as noções de aspecto intuitivo-numérico e de aspecto lógico-formal e o desenvolvimento de processos do Pensamento Matemático Avançado são as ideias teóricas que embasaram as análises dos protocolos e das entrevistas realizadas. Essas análises revelam percepções equivocadas dos participantes sobre a elaboração de justificativas em Matemática e a maioria deles, ao final da disciplina Introdução à Análise Real, continuou apresentando exemplos particulares para justificar afirmações que classificaram como verdadeiras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We analyze the justifications given by a group of students of Mathematics Degree in questions about numerical sequences, of the True / False type, at the end of the disciplines Sequences and Series (6th semester) and Introduction to the Real Analysis (8th semester). Semi-structured interviews with these disciplines&#8217; professors and related researches in Mathematics Education have guided the elaboration of questions proposed to participants and the semistructured interviews with three of them, in those two moments of the investigation. The interaction of algorithmic, intuitive and formal aspects, the notions of intuitive-numerical and logical-formal aspects and the development of Advanced Mathematical Thinking processes are the theoretical ideas that gave support to carry out analyzes of participants&#8217; protocols and interviews. These analyses reveal misconceptions about elaborating justifications in Mathematics, and most participants, at the end of Introduction to Real Analysis discipline, have continued to present particular examples in order to justify statements they have classified as true.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Eduacação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento matemático]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[Lógica]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Mathematical thinking]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Logic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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