<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000103006</article-id>
<article-id pub-id-type="doi">10.18593/r.v46i.23792</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimento interpretativo de futuros professores da educação infantil e dos anos iniciais no âmbito da subtração - potencialidades para melhorar a formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Kindergarten and primary prospective teachers&#8217; interpretative knowledge in the scope of subtraction: potentialities for improving teacher education]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimiento interpretativo de futuros profesores de educación infantil e años iniciales: potencialidades para la mejora de la formación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Policastro]]></surname>
<given-names><![CDATA[Milena Soldá]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Alessandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caldatto]]></surname>
<given-names><![CDATA[Marlova Estela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Rede Particular de Ensino Básico  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000103006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000103006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000103006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O conhecimento do professor de matemática e que ensina essa disciplina é especializado, e tal especialização não se restringe ao domínio pedagógico do conteúdo, mas incorpora, obviamente, o domínio do conteúdo matemático. Essa especialização do conhecimento do professor é considerada na perspectiva do denominado Conhecimento Interpretativo e sustenta a atribuição de significado aos comentários e produções dos alunos, mesmo, ou essencialmente, quando esses contêm erros (ou inadequações matemáticas) ou são pautados por raciocínios não convencionais. Neste artigo, discutimos o conhecimento interpretativo revelado por um grupo de futuros professores da Educação Infantil e Anos Iniciais no contexto de uma tarefa para a formação (tarefa interpretativa) no âmbito da subtração. Os resultados revelaram um conhecimento que limita as interpretações e atribuição de significado aos raciocínios matemáticos que sustentam as produções dos alunos sempre que estas são distintas da abordagem &#8220;tradicional&#8221;, ficando essa interpretação no nível da descrição e limitando a qualidade do feedback a fornecer, que se mostra de natureza essencialmente avaliativa, não contribuindo para as aprendizagens com entendimento dos alunos. A discussão aponta alguns elementos matematicamente críticos que deverão ser considerados centrais na formação de professores, particularmente no que se refere ao desenvolvimento de seu conhecimento interpretativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Mathematics teachers&#8217; knowledge is specialized and such specialization concerns both mathematical and pedagogical knowledge. This specialization of teachers&#8217; knowledge is considered in the scope of the Interpretative Knowledge and it grounds the giving meaning to students comments and productions, even when they have errors (or are mathematically inadequate) or grounded in non-conventional reasonings. In this paper we discuss prospective teachers&#8217; interpretative knowledge revealed when giving meaning to students&#8217; productions in the scope of subtraction. Results reveal their knowledge and difficulties in interpreting and giving meaning to students mathematical reasoning grounding their productions whenever they differ from prototypical. Also, the provide interpretation remains at the descriptive level, limiting the quality of the provided feedback, which remains at an evaluative level, not contributing to students understanding. The discussion pinpoint some crucial mathematically critical elements that needs to be focused in teacher education, particularly related to the development of their interpretative knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El conocimiento del profesor de matemáticas es especializado, y tal especialización no se refiere sólo al dominio pedagógico del contenido, sino incluye, obviamente, el dominio del contenido matemático. Esa especialización del conocimiento del profesor es considerada en la perspectiva del denominado Conocimiento Interpretativo, y ese conocimiento se basa en la atribución de significado que se da a los comentarios y producciones de los alumnos, aun cuando éstos contengan errores (o inadecuaciones matemáticas) o sean basados en razonamientos no convencionales. En este artículo, discutimos el Conocimiento Interpretativo revelado por un grupo de futuros profesores de Educación Infantil y Primaria, en el contexto de una tarea para la formación de profesores (tarea interpretativa) en el ámbito de la resta. Los resultados muestran un conocimiento que limita las interpretaciones y atribución de significado a los razonamientos matemáticos en que los alumnos establecen sus producciones, cuando éstas son distintas del abordaje &#8220;tradicional&#8221;. También, la interpretación dada se encuentra en un nivel de descripción y limita la calidad del feedback entregado, el que se muestra de una naturaleza esencialmente evaluativa y que no contribuye al aprendizaje comprensivo de los alumnos. La discusión apunta a algunos elementos matemáticamente críticos que deben ser considerados centrales en la formación de profesores, en particular en lo que se refiere al desarrollo de su Conocimiento Interpretativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento Interpretativo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento especializado do professor]]></kwd>
<kwd lng="pt"><![CDATA[Subtração]]></kwd>
<kwd lng="en"><![CDATA[Interpretative knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; specialized knowledge]]></kwd>
<kwd lng="en"><![CDATA[Subtraction]]></kwd>
<kwd lng="es"><![CDATA[Interpretativo]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento especializado del profesor]]></kwd>
<kwd lng="es"><![CDATA[Resta.]]></kwd>
</kwd-group>
</article-meta>
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