<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092012000200011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A vivência de uma intervenção docente: reflexões sobre o ensino e a aprendizagem de matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pazuch]]></surname>
<given-names><![CDATA[Vinícius]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nehring]]></surname>
<given-names><![CDATA[Cátia Maria]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A11">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>07</volume>
<numero>02</numero>
<fpage>511</fpage>
<lpage>531</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092012000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092012000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092012000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo reflete sobre uma vivência de intervenção docente, na forma de Estágio de Docência no Ensino Superior, no Curso de Licenciatura em Matemática de uma universidade do interior do Rio Grande do Sul, Brasil. A intervenção ocorreu em uma disciplina de Prática de Ensino, que teve como centralidade a discussão dos Parâmetros Curriculares Nacionais do Ensino Fundamental. Esta produção é marcada por momentos, que, embora, separados, se complementam, se articulam. Foram feitas análises das observações de aula da professora titular e das atividades usadas pelo professor estagiário e, por fim, análises de registros dos licenciandos, advindos da reflexão das atividades realizadas na intervenção. As contribuições provenientes deste artigo são, principalmente, as articulações imprimidas pelos licenciandos entre os campos, blocos de conteúdos e conceitos de matemática do Ensino Fundamental. As articulações construídas revelam possibilidades de tratamento dos conceitos matemáticos na licenciatura e projetam os licenciandos como professores de matemática da Educação Básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper proposes a reflection on the experience of a teaching intervention, in the format of higher education teaching training, in the Mathematics course of a university in Rio Grande do Sul, Brazil. The intervention was carried out in the teaching practice subject, which focused on the discussion of Brazilian National Curricular Parameters for Basic Education. This production is marked by moments, which, although separate are complementary and interrelated. The lessons given by the professional teacher were observed and analyzed as well as the activities employed by the teacher in pre-service training and these were followed by analysis of the undergraduate students’ registers, resulting from the reflections upon the activities carried out during the intervention. Contributions originated in this paper are mainly the links found by the undergraduate students among the fields, blocks of content and concepts of Mathematics in elementary school. The interrelations built reveal possibilities for the treatment of mathematical concepts in teacher education and project the trainees as elementary school mathematics teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Prática de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Matemática no Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
<kwd lng="en"><![CDATA[Mathematics in Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Instruction]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A viv&ecirc;ncia de uma interven&ccedil;&atilde;o docente: reflex&otilde;es sobre o  ensino e a aprendizagem de matem&aacute;tica.</h2> <h3>The experience of a  teaching intervention: reflections on teaching and learning of mathematics.</h3>     <p>&nbsp;</p> <h4>Vin&iacute;cius Pazuch, C&aacute;tia Maria Nehring    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Presença Pedagógica]]></source>
<year></year>
<volume>8</volume>
<numero>45</numero>
<issue>45</issue>
<page-range>51-57</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<source><![CDATA[Revista Iberoamericana de Educación Matemática]]></source>
<year></year>
<numero>12</numero>
<issue>12</issue>
<page-range>5-26</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
