<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362020000100135</article-id>
<article-id pub-id-type="doi">10.46551/emd.e202036</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Divisão de Números Naturais: do saber previsto ao saber efetivamente ensinado em classes do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Natural Numbers Division: from predicted knowledge to knowledge effectively taught in elementary school classes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[José André Bezerra da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teles]]></surname>
<given-names><![CDATA[Rosinalda Aurora de Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Colégio Municipal Gerson de Albuquerque Maranhão  ]]></institution>
<addr-line><![CDATA[ Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Escola João Rodrigues Cardoso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Pernambuco Programa de Pós-Graduação em Educação Matemática e Tecnológica ]]></institution>
<addr-line><![CDATA[ Pernambuco]]></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>4</volume>
<numero>10</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362020000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362020000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362020000100135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esse artigo é recorte de uma pesquisa de mestrado acadêmico que adota a noção de transposição didática de Yves Chevallard e objetiva analisar aspectos relacionados ao processo de transposição didática interna da operação de divisão de números naturais no Ensino Fundamental. Para subsidiar a análise das aulas de Matemática de três professores, foi realizado um estudo dos documentos legais do Brasil e do Estado de Pernambuco, análise de livros didáticos para o 4º, 5º e 6º anos e entrevistas com os professores que atuam nesses anos escolares. Nas aulas, o foco de análise foram os diferentes significados da divisão, os procedimentos de cálculo, o tratamento dado ao resto e à interpretação dos resultados obtidos, abordados ou não nas aulas observadas. Ao comparar o saber previsto para ser ensinado e o saber efetivamente ensinado verificou-se mudanças, deformações e lacunas, que poderiam acarretar dificuldades no processo de aprendizagem da operação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is an excerpt from an academic master's research that adopts the notion of didactic transposition by Yves Chevallard and aims to analyze aspects related to the internal didactic transposition process of the natural numbers division operation in elementary school. To support the analysis of the mathematics classes of three teachers, a study of the legal documents of Brazil and the State of Pernambuco was carried out, thus being analysis of textbooks for the 4th, 5th and 6th years and interviews with the teachers who work in those school years. Within the classes, the focus of analysis was the different meanings of the division, the calculation procedures, the treatment given to the rest and the interpretation of the results obtained, addressed or not into the observed classes. When comparing the knowledge expected to be taught and the knowledge effectively taught, changes, deformations and gaps were found, which could cause difficulties in the process of learning the operation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Transposição Didática Interna]]></kwd>
<kwd lng="pt"><![CDATA[Divisão de Números Naturais]]></kwd>
<kwd lng="pt"><![CDATA[Prática Docente]]></kwd>
<kwd lng="en"><![CDATA[Internal Didactic Transposition]]></kwd>
<kwd lng="en"><![CDATA[Division of Natural Numbers]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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