<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312012000100005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A pesquisa de intervenção psicopedagógica: evidências sobre o ensinar e aprender matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Regina da Silva Pina]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fávero]]></surname>
<given-names><![CDATA[Maria Helena]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>35</numero>
<fpage>47</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312012000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312012000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312012000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Adotamos a pesquisa de intervenção psicopedagógica de Fávero (2001a, 2005a) focando os fracionários, os racionais e as competências mediacionais. Trabalhamos com uma estudante do ensino fundamental e graduandos em matemática e pedagogia, em sessões de intervenção articulando: avaliação das competências e dificuldades, planejamento e avaliação da natureza das mediações, ações e notações. A intervenção psicopedagógica engendrou a construção de conceitos e a tomada de consciência das práticas mediacionais. Discutimos sua pertinência na compreensão da mediação, da notação e implicações para a matemática da educação básica e avaliação; as Diretrizes Curriculares das licenciaturas em matemática e pedagogia; a pesquisa na formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[We have adopted Fávero’s psycho-pedagogic intervention research (2001ª, 2005ª) focusing on fractional numbers, rational numbers, and meditational competencies. We worked with an elementary school student and undergraduate mathematics and education students in intervention sessions, articulating: the evaluation of competencies and difficulties, planning and evaluation of the nature of mediations, and actions and notations. Psycho-pedagogic intervention engendered the construction of concepts and the awareness of mediation practices. We discuss its relevance in the understanding of mediation and notation, and its implications in elementary education mathematics and evaluation; the curricular guidelines for mathematics and education teacher training undergraduate courses; and research in the context of teacher training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Adoptamos la investigación de intervención psicopedagógica Fávero (2001a, 2005a) enfocando los fraccionarios, los racionales y las competencias mediacionales. Trabajamos con una estudiante de educación básica y estudiantes de matemáticas y pedagogía en sesiones de intervención articulando: evaluación de las competencias y dificultades, planificación y evaluación de la naturaleza de las mediaciones, acciones y notaciones. La intervención psicopedagógica engendró la construcción de conceptos y la concientización de las prácticas mediacionales. Discutimos su pertinencia en la comprensión de la mediación, de la notación e implicaciones para las matemáticas de la educación primaria y evaluación; las Directrices Curriculares de las Licenciaturas en Matemáticas y Pedagogía; la investigación en la formación de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Intervenção Psicopedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Competências Conceituais]]></kwd>
<kwd lng="en"><![CDATA[Psycho-Pedagogic Intervention]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Conceptual Competences]]></kwd>
<kwd lng="es"><![CDATA[Intervención Psicopedagógica]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Competencias Conceptuales]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A pesquisa de interven&ccedil;&atilde;o  psicopedag&oacute;gica: evid&ecirc;ncias sobre o ensinar e aprender matem&aacute;tica.</h2> <h3>Psycho-pedagogic intervention research: evidence of mathematics teaching  and learning.</h3> <h3>La investigaci&oacute;n de intervenci&oacute;n psicopedag&oacute;gica: evidencias sobre el  ense&ntilde;ar y el aprender de las matem&aacute;ticas.</h3>     <p>&nbsp;</p> <h4>Regina da Silva Pina Neves, Maria  Helena F&aacute;vero    <br> </h4> </font>      ]]></body><back>
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