<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132013000200003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise da construção dos conceitos de proporcionalidade com a utilização do software Geoplano Virtual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fioreze]]></surname>
<given-names><![CDATA[Leandra Anversa]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barone]]></surname>
<given-names><![CDATA[Dante]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Basso]]></surname>
<given-names><![CDATA[Marcus]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Isaia]]></surname>
<given-names><![CDATA[Sílvia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Centro Universitário Franciscano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<volume>19</volume>
<numero>02</numero>
<fpage>267</fpage>
<lpage>278</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132013000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132013000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132013000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo apresenta resultados de uma pesquisa relacionada com a utilização de recursos digitais para a aprendizagem dos conceitos de proporcionalidade. A principal base teórica para esta análise é a Teoria dos Campos Conceituais, de Gérard Vergnaud, e a metodologia escolhida é a Engenharia Didática. Os sujeitos da pesquisa são alunos de uma oitava série de uma escola municipal situada no interior do Rio Grande do Sul. Tem-se o relato de uma das atividades com a análise das construções conceituais dos alunos utilizando o software geoplano virtual. Observou-se que, na resolução das situações, nem sempre o campo conceitual pôde ser construído de forma abrangente, evidenciando um processo de construção de conhecimentos que não se dá de forma linear.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article presents the results of research related to the use of digital resources for learning the concepts of proportionality. The main theoretical basis for this analysis is Conceptual Fields Theory by Gérard Vergnaud, and the methodology chosen is the Didactical Engineering. The subjects of this research were eighth-grade students from a school in a small town, Rio Grande do Sul, Brazil. There was a report of one of the activities with the analysis of students’ conceptual constructions using the Virtual Geoplano software. It was observed that in the resolution of situations the conceptual field cannot not always can be made in a wide-ranging way, and that the process of knowledge making is not linear.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Proporcionalidade]]></kwd>
<kwd lng="pt"><![CDATA[Teoria dos Campos Conceituais]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Educacional]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teaching]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Proportionality]]></kwd>
<kwd lng="en"><![CDATA[Theory of Conceptual Fields]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Educatitonal Technology]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>An&aacute;lise  da constru&ccedil;&atilde;o dos conceitos de proporcionalidade com a utiliza&ccedil;&atilde;o do software Geoplano  Virtual.</h2> <h3>Analysis of the construction of the concepts of  proportionality using the software Geoplano Virtual.</h3>     <p>&nbsp;</p> <h4>Leandra  Anversa Fioreze, Dante Barone, Marcus Basso, S&iacute;lvia Isaia</h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Caderno Brasileiro de Ensino de Física]]></source>
<year></year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>207-227</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
