<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras .Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782014000400006</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782014000900006</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teachers' pedagogical content knowledge and its relation with students' understanding]]></article-title>
<article-title xml:lang="pt"><![CDATA[O conhecimento pedagógico do conteúdo dos professores e sua relação com a compreensão dos alunos]]></article-title>
<article-title xml:lang="es"><![CDATA[El conocimiento pedagógico de los profesores sobre el contenido y su relación con la comprensión de los alumnos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olfos]]></surname>
<given-names><![CDATA[Raimundo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goldrine]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estrella]]></surname>
<given-names><![CDATA[Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>19</volume>
<numero>59</numero>
<fpage>913</fpage>
<lpage>944</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782014000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782014000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782014000400006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[We conducted an exploratory study about the relationship between teachers' knowledge and fourth-grade students understanding, in the case of fractions. We studied the content knowledge (CK) and the pedagogical content knowledge (PCK) of 53 teachers and quantified their teaching experience, their mathematical preparation and the socioeconomic and academic background of the schools where the study was conducted. We applied one test at the beginning and one at the end of the school year to 1.532 students, identifying the gains and achievements of each group in the teachers' classrooms. The constructivist-oriented subcomponent of the teachers' CK showed a significant association with student learning, although it is less significant than the association with the teacher's experience. Socioeconomic factors were strongly associated with student achievement, confirming the strong divisions that characterize the chilean education system.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Foi realizado um estudo explorat&#243;rio sobre a rela&#231;&#227;o entre o conhecimento de professores e a compreens&#227;o de alunos de quarta s&#233;rie, com foco no ensino de fra&#231;&#245;es. Examinamos o conhecimento do conte&#250;do (CK) e o conhecimento pedag&#243;gico do conte&#250;do (PCK) de 53 professores. Quantificamos a experi&#234;ncia e a prepara&#231;&#227;o matem&#225;tica desses professores, bem como o n&#237;vel socioecon&#244;mico e acad&#234;mico das escolas onde o estudo foi realizado. Aplicamos um teste para 1.532 alunos, no in&#237;cio e no final do ano escolar, identificando os ganhos e conquistas de cada grupo nas salas de aula dos professores. O subcomponente construtivista orientado do CK dos professores mostrou uma associa&#231;&#227;o significativa com a aprendizagem do aluno, embora seja menos significativa que a associa&#231;&#227;o com a experi&#234;ncia de ensino do professor. Os fatores socioecon&#244;micos est&#227;o fortemente associados com a realiza&#231;&#227;o do estudante, atestando as grandes diferen&#231;as que caracterizam o sistema educacional chileno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Realizado un estudio exploratorio respecto de la relaci&#243;n entre el conocimiento de los profesores y la comprensi&#243;n de los alumnos de cuarto grado, enfocado en la ense&#241;anza de las fracciones. Se examin&#243; el conocimiento del contenido (CK) y el conocimiento pedag&#243;gico del contenido (PCK) de 53 profesores y se cuantific&#243; su experiencia y preparaci&#243;n matem&#225;tica, as&#237; como el nivel socioecon&#243;mico y acad&#233;mico de las escuelas en las que se realiz&#243; el estudio. Se aplic&#243; una prueba al inicio y otra al t&#233;rmino del a&#241;o escolar a 1.532 alumnos identificando las ganancias y las conquistas de cada grupo en las clases de los profesores. El subcomponente constructivista orientado del CK por parte de los profesores, mostr&#243; una asociaci&#243;n significativa con el aprendizaje del alumno, aunque menos significativa que la asociaci&#243;n con la experiencia del profesor. El factor socioecon&#243;mico tuvo una fuerte relaci&#243;n con los logros de los alumnos, dejando en evidencia las fuertes diferencias que caracterizan el sistema educativo en Chile.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Concepts]]></kwd>
<kwd lng="en"><![CDATA[Instruction]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Content Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Knowledge of Teaching of Content]]></kwd>
<kwd lng="en"><![CDATA[Fractions Understanding]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Conceitos]]></kwd>
<kwd lng="pt"><![CDATA[Instrução]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Pedagógico do Conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento do Ensino de Conteúdos]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão das Frações]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Conceptos]]></kwd>
<kwd lng="es"><![CDATA[Instrucción]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Pedagógico del Contenido]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento de la Enseñanza del Contenido]]></kwd>
<kwd lng="es"><![CDATA[Comprensión de las Fracciones]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras .Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782014000400006</article-id>
<article-id pub-id-type="doi">10.1590/S1413-24782014000900006</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Teachers' pedagogical content knowledge and its relation with students' understanding]]></article-title>
<article-title xml:lang="pt"><![CDATA[O conhecimento pedagógico do conteúdo dos professores e sua relação com a compreensão dos alunos]]></article-title>
<article-title xml:lang="es"><![CDATA[El conocimiento pedagógico de los profesores sobre el contenido y su relación con la comprensión de los alumnos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olfos]]></surname>
<given-names><![CDATA[Raimundo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goldrine]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estrella]]></surname>
<given-names><![CDATA[Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>19</volume>
<numero>59</numero>
<fpage>913</fpage>
<lpage>944</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782014000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782014000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782014000400006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[We conducted an exploratory study about the relationship between teachers' knowledge and fourth-grade students understanding, in the case of fractions. We studied the content knowledge (CK) and the pedagogical content knowledge (PCK) of 53 teachers and quantified their teaching experience, their mathematical preparation and the socioeconomic and academic background of the schools where the study was conducted. We applied one test at the beginning and one at the end of the school year to 1.532 students, identifying the gains and achievements of each group in the teachers' classrooms. The constructivist-oriented subcomponent of the teachers' CK showed a significant association with student learning, although it is less significant than the association with the teacher's experience. Socioeconomic factors were strongly associated with student achievement, confirming the strong divisions that characterize the chilean education system.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Foi realizado um estudo explorat&#243;rio sobre a rela&#231;&#227;o entre o conhecimento de professores e a compreens&#227;o de alunos de quarta s&#233;rie, com foco no ensino de fra&#231;&#245;es. Examinamos o conhecimento do conte&#250;do (CK) e o conhecimento pedag&#243;gico do conte&#250;do (PCK) de 53 professores. Quantificamos a experi&#234;ncia e a prepara&#231;&#227;o matem&#225;tica desses professores, bem como o n&#237;vel socioecon&#244;mico e acad&#234;mico das escolas onde o estudo foi realizado. Aplicamos um teste para 1.532 alunos, no in&#237;cio e no final do ano escolar, identificando os ganhos e conquistas de cada grupo nas salas de aula dos professores. O subcomponente construtivista orientado do CK dos professores mostrou uma associa&#231;&#227;o significativa com a aprendizagem do aluno, embora seja menos significativa que a associa&#231;&#227;o com a experi&#234;ncia de ensino do professor. Os fatores socioecon&#244;micos est&#227;o fortemente associados com a realiza&#231;&#227;o do estudante, atestando as grandes diferen&#231;as que caracterizam o sistema educacional chileno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Realizado un estudio exploratorio respecto de la relaci&#243;n entre el conocimiento de los profesores y la comprensi&#243;n de los alumnos de cuarto grado, enfocado en la ense&#241;anza de las fracciones. Se examin&#243; el conocimiento del contenido (CK) y el conocimiento pedag&#243;gico del contenido (PCK) de 53 profesores y se cuantific&#243; su experiencia y preparaci&#243;n matem&#225;tica, as&#237; como el nivel socioecon&#243;mico y acad&#233;mico de las escuelas en las que se realiz&#243; el estudio. Se aplic&#243; una prueba al inicio y otra al t&#233;rmino del a&#241;o escolar a 1.532 alumnos identificando las ganancias y las conquistas de cada grupo en las clases de los profesores. El subcomponente constructivista orientado del CK por parte de los profesores, mostr&#243; una asociaci&#243;n significativa con el aprendizaje del alumno, aunque menos significativa que la asociaci&#243;n con la experiencia del profesor. El factor socioecon&#243;mico tuvo una fuerte relaci&#243;n con los logros de los alumnos, dejando en evidencia las fuertes diferencias que caracterizan el sistema educativo en Chile.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Concepts]]></kwd>
<kwd lng="en"><![CDATA[Instruction]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Content Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Knowledge of Teaching of Content]]></kwd>
<kwd lng="en"><![CDATA[Fractions Understanding]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Conceitos]]></kwd>
<kwd lng="pt"><![CDATA[Instrução]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Pedagógico do Conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento do Ensino de Conteúdos]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão das Frações]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Conceptos]]></kwd>
<kwd lng="es"><![CDATA[Instrucción]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Pedagógico del Contenido]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento de la Enseñanza del Contenido]]></kwd>
<kwd lng="es"><![CDATA[Comprensión de las Fracciones]]></kwd>
</kwd-group>
</article-meta>
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