<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012023000100238</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.62025</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O instrumento jacente no plano em uma prática no laboratório de ensino de geometria]]></article-title>
<article-title xml:lang="es"><![CDATA[El instrumento jacente no plano en una práctica en el laboratorio de enseñanza de geometría]]></article-title>
<article-title xml:lang="en"><![CDATA[The instrument jacente no plano in a practice in the geometry teaching laboratory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Francisco Wagner Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Carolina Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brazil</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>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100238&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100238&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100238&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Pesquisas em Educação Matemática têm apontado caa vez mais a necessidade de um Laboratório de Ensino de Matemática ser disponibilizado em escolas da Educação Básica e em universidades. Uma das justificativas é que esse ambiente favorece a formação dos estudantes, pois neste se pode tanto aprender, como também aprender a aprender. Neste artigo, tem-se tem como objetivo apresentar uma prática laboratorial com discentes da Licenciatura em Matemática sobre a mobilização dos conceitos de triângulo retângulo isósceles e de perpendicularismo no espaço a partir da construção do instrumento jacente no plano dando destaque ao seu potencial didático. Essa ação tem cunho qualitativo e esteve amparada no aporte de uma Unidade Básica de Problematização. O estudo revela, por exemplo, a partir da necessidade de posicionamento do triângulo de forma perpendicular a tábua, que a ação impulsionou os discentes a pensar em uma estratégia levando em consideração aspectos materiais e matemáticos. Eles também puderam visualizar e aplicar conceitos abstratos em termos práticos, fato que, possivelmente favoreceu a atribuição de ainda mais significados aos conceitos mobilizados. Portanto, conclui-se que explorar o instrumento em uma prática junto a estudantes da licenciatura pode contribuir para o desenvolvimento profissional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. La investigación en Educación Matemática ha señalado cada vez más la necesidad de disponer de un Laboratorio de Enseñanza de las Matemáticas en las escuelas y universidades de Educación Básica. Una de las razones es que este entorno favorece la educación de los estudiantes, ya que es posible aprender y aprender a aprender. En este artículo, el objetivo es presentar una práctica de laboratorio con estudiantes de la Licenciatura en Matemáticas sobre la movilización de los conceptos de triángulo rectángulo isósceles y perpendicularidad en el espacio a partir de la construcción del instrumento jacente no plano destacando su potencial didáctico. Esta acción tiene carácter cualitativo y fue apoyada con el aporte de una Unidad Básica de Problematización. El estudio revela, por ejemplo, a partir de la necesidad de posicionar el triángulo perpendicular al tablero, que la acción impulsó a los estudiantes a pensar en una estrategia teniendo en cuenta aspectos materiales y matemáticos. También fueron capaces de visualizar y aplicar conceptos abstractos en términos prácticos, hecho que posiblemente favoreció la atribución de aún más significados a los conceptos movilizados. Por tanto, se concluye que explorar el instrumento en la práctica con estudiantes de pregrado puede contribuir al desarrollo profesional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Research in Mathematics Education has increasingly highlighted the need for a Mathematics Teaching Laboratory to be made available in Primary and Secondary Education schools and in universities. One of the justifications is that this environment favors the training of students, as in this environment they can both learn and learn how to learn. In this article, the objective is to present a laboratory practice with undergraduate Mathematics Education students on the mobilization of the concepts of isosceles right triangle and perpendicularity in space based on the construction of the instrument jacente no plano - an instrument to find the altitude of sun - highlighting its didactic potential. This action has a qualitative nature and was supported by the contribution of a Basic Problematization Units. The study reveals, for example, based on the need to position the triangle perpendicular to the board, that the action encouraged students to think about a strategy which considered material and mathematical aspects. They were also able to visualize and apply abstract concepts in practical terms, a fact that possibly favored the attribution of even more meanings to the mobilized concepts. Therefore, it is concluded that exploring the instrument in a practice with undergraduate students can contribute to their professional development.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[laboratório de geometria]]></kwd>
<kwd lng="pt"><![CDATA[instrumento jacente no plano]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="es"><![CDATA[laboratorio de geometría]]></kwd>
<kwd lng="es"><![CDATA[instrumento jacente no plano]]></kwd>
<kwd lng="es"><![CDATA[formación inicial del profesorado]]></kwd>
<kwd lng="en"><![CDATA[Geometry laboratory]]></kwd>
<kwd lng="en"><![CDATA[instrument jacente no plano]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
</kwd-group>
</article-meta>
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