<?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>S1516-73132023000100213</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320230016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento de habilidades e invenções robóticas para impactos sociais no contexto de formação em Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[The development of robotic skills and inventions for social impacts in the context of Mathematics Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Greiton Toledo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maltempi]]></surname>
<given-names><![CDATA[Marcus Vinicius]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Ipameri GO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista (Unesp) Instituto de Geociências e Ciências Exatas (IGCE) ]]></institution>
<addr-line><![CDATA[Rio Claro SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132023000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132023000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132023000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Temos por objetivo identificar e compreender o processo de desenvolvimento de habilidades Matemáticas durante a invenção de dispositivos robóticos destinados ao tratamento de Parkinson. De acordo com a metodologia qualitativa, os dados foram produzidos com estudantes do Ensino Médio, registrados em vídeos, fotografias, notas de campo, programas computacionais e entrevistas. Tais dados foram analisados à luz dos pressupostos do Construcionismo e organizados em seções que correspondem e tematizam as invenções criadas. Os resultados apontam para o desenvolvimento do raciocínio, argumentação, comunicação, representação e engajamento dos estudantes. Tais habilidades se constituem idiossincraticamente pelas ações e produções intelectuais em um ambiente de formação Matemática que privilegia autonomia e diálogo não hierarquizado e são compreendidas em três dimensões: Técnica, Conceitual e Comportamental. Os dados evidenciam um processo caracterizado pela dinamicidade não linear e orgânica de formação, apontando para o rompimento da tríade conteúdo-exemplo-exercício e das burocracias contraproducentes de sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We aim to identify and understand the process of developing mathematical skills during the production of robotic devices for Parkinson's disease. Based on qualitative methodology, data were collected with high school students, with recorded videos, photographs, field notes, computer programs and interviews. Such data were analyzed in light of the theoretical assumptions of Constructionism and organized into sections that correspond and thematize the inventions developed. The results point to the development of reasoning, argumentation, communication, representation, and engagement among the students. Such mathematical skills are idiosyncratically constituted by the actions and intellectual productions in an environment of mathematical training that favors autonomy and non-hierarchical dialogue. The skills are understood in three dimensions: Technique, Conceptual and Behavioral. Data also show a process characterized by the non-linear and organic dynamics of training, pointing to the rupture of the content-example-exercise triad and the counterproductive bureaucracies of the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Jogos digitais]]></kwd>
<kwd lng="pt"><![CDATA[Robótica]]></kwd>
<kwd lng="pt"><![CDATA[Doença de Parkinson]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Secondary school]]></kwd>
<kwd lng="en"><![CDATA[Digital games]]></kwd>
<kwd lng="en"><![CDATA[Robotics]]></kwd>
<kwd lng="en"><![CDATA[Parkinson&#8217;s disease]]></kwd>
</kwd-group>
</article-meta>
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