<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100650</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349251659</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ações do professor para a promoção do raciocínio matemático em aulas de cálculo diferencial e integral]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher&#8217;s actions for the promotion of mathematical reasoning in differential and integral calculus classes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[André Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Negrini]]></surname>
<given-names><![CDATA[Mariana Vasconcelos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falchi]]></surname>
<given-names><![CDATA[Bárbara de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araman]]></surname>
<given-names><![CDATA[Eliane Maria de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100650&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100650&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100650&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Considerando o desenvolvimento do raciocínio como aspecto central no processo de aprendizagem matemática, compreender modos de promovê-lo e ações desempenhadas pelo professor neste processo são questões importantes para investigação. No intuito de aprofundar essas discussões, este artigo tem, por objetivo, compreender como as ações do professor podem contribuir para o desenvolvimento do raciocínio matemático de estudantes que cursam cálculo diferencial e integral. Assumindo uma perspectiva qualitativa de cunho interpretativo, analisamos uma aula dessa disciplina, na qual promoveu-se uma discussão a respeito de uma tarefa exploratória envolvendo a concentração de uma mistura de água e sal variando com o tempo, e, a partir dela, introduziu-se o conceito de função racional e seu comportamento a longo prazo. Com base em um quadro teórico que classifica as ações do professor a partir de quatro categorias &#8211; a constar: convidar; guiar/ apoiar; informar/sugerir; e desafiar, são analisados seis trechos da aula. Como resultados, reconhecemos um movimento contínuo e crescente nas ações do professor durante a condução da discussão, destacando as implicações para o desenvolvimento do raciocínio matemático dos estudantes e compreensão do conceito de função racional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering the development of reasoning as a central aspect in the process of learning mathematics, understanding ways to promote it and actions performed by the teacher in this process are important issues for investigations. In order to deepen these discussions, this article aims to understand how teacher&#8217;s actions can contribute to mathematical reasoning students&#8217; development who study differential and integral calculus. Assuming a qualitative perspective of interpretative nature, we analyzed a class of this subject, in which it was promoted a discussion about an exploratory task involving a water and salt mixture concentration varying by the time, and, from it was introduced the concept of rational function and its long-run behavior. Six class excerpts are analyzed, based on a framework which classifies teacher&#8217;s actions from four categories (inviting; guiding/ supporting; informing/suggesting; and challenging). As results, we recognized a continuous and increasing movement in the teacher&#8217;s actions during the conduct of the discussion, highlighting the implications for the mathematical reasoning students&#8217; development and the concept of rational function understanding.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de cálculo diferencial e integral]]></kwd>
<kwd lng="pt"><![CDATA[Raciocínio matemático]]></kwd>
<kwd lng="pt"><![CDATA[Ações do professor]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[Differential and integral calculus teaching]]></kwd>
<kwd lng="en"><![CDATA[Mathematical reasoning]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s actions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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