<?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>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312011000100003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise das práticas de professores de matemática da educação básica]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis de las prácticas de profesores de matemática de la educación básica]]></article-title>
<article-title xml:lang="en"><![CDATA[An analysis of the practices of mathematics teachers in basic education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortigão]]></surname>
<given-names><![CDATA[Maria Isabel Ramalho]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2011</year>
</pub-date>
<volume>22</volume>
<numero>48</numero>
<fpage>29</fpage>
<lpage>52</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312011000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312011000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312011000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O estudo busca caracterizar as práticas docentes em Matemática com base nas informações obtidas com a aplicação de um questionário auto-administrado. O instrumento foi aplicado a uma amostra de 169 professores de matemática do ensino fundamental que lecionam em escolas públicas e particulares da cidade do Rio de Janeiro. Com o intuito de obter uma caracterização das escolas onde esses docentes atuam um segundo questionário foi aplicado a uma amostra de estudantes, possibilitando a obtenção do perfil socioeconômico e cultural médio dos alunos dessas escolas. Escalas do tipo Likert foram construídas e validadas para instigar professores a se posicionarem em relação às abordagens didáticas implementadas, à organização das aulas e aos procedimentos usados para avaliar formalmente os estudantes. Aos alunos foi solicitado que informassem sobre posse de bens, hábitos de estudo, escolaridade familiar. A análise, de natureza quantitativa, foi realizada, utilizando-se a teoria da resposta ao item não paramétrica. O modelo de medição, apoiado nas respostas aos itens sobre práticas pedagógicas em Matemática, definiu cinco escalas, com boas propriedades estatísticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[EI estudio busca caracterizar las prácticas docentes en Matemática, teniendo como base las informaciones obtenidas con la aplicación de un cuestionario autoadministrado. EI instrumento se aplicó a una muestra de 169 profesores de matemática de enseñanza fundamental que trabajan en escuelas públicas y privadas de la ciudad de Rio de Janeiro. Con la intención de obtener una caracterización de las escuelas donde estos docentes actúan, se aplicó un segundo cuestionario a una muestra de estudiantes. Esto posibilitó la obtención del perfil socioeconómico y cultural medio de los alumnos de esas escuelas. Se construyeron escalas del tipo Likert para instigar a los profesores a tomar una posición con relación a los abordajes didácticos implementados, a la organización de las clases y a los procedimientos usados para evaluar formalmente a los estudiantes. Los alumnos debían informar sobre la posesión de bienes, los hábitos de estudio y la escolaridad familiar. EI análisis, de naturaleza cuantitativa, se realizó utilizando la teoría de la respuesta al ítem no paramétrica. EI modelo de mediación que tuvo en cuenta las respuestas a los ítems sobre prácticas pedagógicas en Matemática definió cinco escalas, con buenas propiedades estadísticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The study aims to describe teaching practices in Mathematics based on the information obtained by applying a self-administered questionnaire. This was submitted to a sample of 169 Mathematics teachers who teach at the elementary level in public and private schools in the city of Rio de Janeiro. In order to obtain a characterization of the schools where these teachers work, a second questionnaire was submitted to a sample of students, producing an average socio-economic and cultural profile of the students at these schools. Likert scales were constructed and validated to entice teachers to take a stand in relation to didactic approaches implemented, the organization of classes and procedures used to formally assess the students. These were asked to provide information on property ownership, study habits, family education. The quantitative analysis was performed using the theory of nonparametric item response. The measurement model supported in the responses to items about educational practices in Mathematics identified five scales with good statistical properties.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Questionário]]></kwd>
<kwd lng="pt"><![CDATA[Escalas]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Matemática]]></kwd>
<kwd lng="es"><![CDATA[Cuestionario]]></kwd>
<kwd lng="es"><![CDATA[Escalas]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practices]]></kwd>
<kwd lng="en"><![CDATA[Math Lessons]]></kwd>
<kwd lng="en"><![CDATA[Questionnaire]]></kwd>
<kwd lng="en"><![CDATA[Matrices]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>An&aacute;lise das pr&aacute;ticas de  professores de matem&aacute;tica da educa&ccedil;&atilde;o b&aacute;sica.</h2> <h3>An&aacute;lisis de las pr&aacute;cticas de profesores de matem&aacute;tica de la educaci&oacute;n b&aacute;sica.</h3> <h3>An analysis of the practices of mathematics teachers in basic education.</h3>     <p>&nbsp;</p> <h4>Maria Isabel Ramalho Ortig&atilde;o    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ANYON]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Social class and the hidden curriculum at work.]]></article-title>
<source><![CDATA[Journal of Education]]></source>
<year>1980</year>
<volume>162</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>67-92</page-range><publisher-loc><![CDATA[Boston ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOALER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Encouraging the transfer of “school” mathematics to the “real world” through the integration of process and content, context and culture.]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>1993</year>
<volume>25</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>314-373</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOALER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Open and closed mathematics: student experiences and understandings.]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>1998</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>41-62</page-range><publisher-loc><![CDATA[Reston ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOALER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Reclaiming school mathematics: the girls fight back.]]></article-title>
<source><![CDATA[Gender and Education]]></source>
<year>1997</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>285-305</page-range><publisher-loc><![CDATA[Lancaster ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOALER]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[When do girls prefer football to fashion? An analys is of female underachievement in relation to "realistic" mathematic contexts.]]></article-title>
<source><![CDATA[British Educational Research Journal]]></source>
<year>1994</year>
<volume>20</volume>
<page-range>551-564</page-range><publisher-loc><![CDATA[Oxfordshire ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERNANDES]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Escolaridade em ciclos: a escola sob uma nova lógica.]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>jan.</year>
<month>/a</month>
<day>br</day>
<volume>35</volume>
<numero>124</numero>
<issue>124</issue>
<page-range>57-82</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRANCO]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[SZTAJN]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[ORTIGÂO]]></surname>
<given-names><![CDATA[M. I. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Mathematics teachers, reform and equity: results from the Brazilian national assessment.]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2007</year>
<volume>38</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>393-419</page-range><publisher-loc><![CDATA[Reston ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LUBIENSKI]]></surname>
<given-names><![CDATA[S. T. A]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Clash of social class cultures? Students' experiences in a discussion-intensive seventh-grade mathematics program.]]></article-title>
<source><![CDATA[Elementary School Journal]]></source>
<year>2000</year>
<volume>1000</volume>
<page-range>377-403</page-range><publisher-loc><![CDATA[Chicago ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MATHISON]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Why triangulate?]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>1988</year>
<volume>17</volume>
<page-range>13-17</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NOGUEIRA]]></surname>
<given-names><![CDATA[C. M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[NOGUEIRA]]></surname>
<given-names><![CDATA[M. A. A]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Sociologia da educação de Pierre Bourdieu: limites e contribuições.]]></article-title>
<source><![CDATA[Educação & Sociedade]]></source>
<year>abr.</year>
<month> 2</month>
<day>00</day>
<numero>78</numero>
<issue>78</issue>
<page-range>15-36</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ORTIGÃO]]></surname>
<given-names><![CDATA[M. I. R.]]></given-names>
</name>
<name>
<surname><![CDATA[FRANCO]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[J. B. P. A]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Distribuição social do currículo de matemática: quem tem acesso a tratamento da informação?]]></article-title>
<source><![CDATA[Educação Matemática Pesquisa: Revista do Programa de Estudos PósGraduados em Educação Matemática/PUC-São Paulo]]></source>
<year>2007</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>249-273</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHOEN]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teacher variables that relate to student achievement when using a standard based curriculum.]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2003</year>
<volume>34</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>228-259</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SZTAJN]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[BONAMINO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[FRANCO]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Formação docente nos surveys de avaliação educacional]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>mar.</year>
<month> 2</month>
<day>00</day>
<numero>118</numero>
<issue>118</issue>
<page-range>11-39</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
