<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602019000600153</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.69048</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Prática de ensino de matemática: um experimento de ensino com professores colombianos em formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematics teaching practice: a teaching experiment with Colombian Teachers in training]]></article-title>
<article-title xml:lang="es"><![CDATA[Práctica de enseñanza de las matemáticas: un experimento de enseñanza con profesores colombianos en formación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanchez]]></surname>
<given-names><![CDATA[Maria Teresa Castellanos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de los Llanos  ]]></institution>
<addr-line><![CDATA[Meta ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>78</numero>
<fpage>153</fpage>
<lpage>166</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602019000600153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602019000600153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602019000600153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Uma investigação desenvolvida durante as práticas de ensino na formação inicial de professores de matemática é relatada; na qual são promovidos processos sistemáticos de reflexão, comprometendo-se, assim, a dar início aos Futuros Professores de Matemática em seu desenvolvimento profissional. Com este propósito e utilizando o paradigma de pesquisa de desenho, um experimento de ensino foi concebido no contexto do curso de prática de ensino do último semestre de um programa de graduação em matemática na Colômbia. As fases do experimento são relatadas explicando os sucessos e ajustes no projeto formativo durante a intervenção; após a análise sequencial, são descritos traços que caracterizam a evolução nas dimensões de reflexão e conhecimento profissional para um caso particular do processo de treinamento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper reports a research developed during teaching practices in initial training of mathematics teachers, in which it is promoted systematic processes of reflection, committing, therefore, to initiate the future teachers of mathematics in their professional development. For this purpose and using the paradigm of design research, a teaching experiment was conceived in the context of a teaching practice course in the final semester of a bachelor's degree program in mathematics in Colombia. It is informed about the phases of the experiment, being explained the successes and adjustments in the formative design during the intervention; following the sequential analysis, it is described features that characterize the evolution in the dimensions of reflection and professional knowledge for a particular case of the formative process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se informa de una investigación desarrollada durante las prácticas de enseñanza en la formación inicial de profesores de matemáticas; en la cual se promueven procesos sistemáticos de reflexión, y con ello, se apuesta a iniciar a los Futuros Profesores de Matemáticas en su desarrollo profesional. Con este propósito y usando el paradigma de la investigación de diseño, se concibió un experimento de enseñanza en el contexto del curso de práctica docente de último semestre de un programa de licenciatura en matemáticas en Colombia. Se informa respecto a las fases del experimento explicitando los aciertos y ajustes al diseño formativo durante la intervención; siguiendo el análisis secuencial se describen rasgos que caracterizan la evolución en las dimensiones reflexión y conocimiento profesional para un caso particular del proceso formativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Experiência de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Reflexão]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Teaching experiment]]></kwd>
<kwd lng="en"><![CDATA[Professional knowledge]]></kwd>
<kwd lng="en"><![CDATA[Reflection]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
<kwd lng="es"><![CDATA[Experimento de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento profesional]]></kwd>
<kwd lng="es"><![CDATA[Reflexión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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