<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312021000100144</article-id>
<article-id pub-id-type="doi">10.26512/lc27202138156</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso do ponto na escrita e na leitura de números]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso del punto en la escritura y en la lectura de los números]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of the dot in writing and reading numbers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Sheila Denize]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312021000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312021000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312021000100144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo revelamos teoremas em ação mobilizados por crianças do 4º ano do Ensino Fundamental em atividades relacionadas à escrita de números com algarismos e à leitura destes na forma corrente. Os dados que compõem parte da Engenharia Didática foram analisados considerando aspectos da Teoria dos Campos Conceituais e da Teoria das Situações. Os resultados indicam: que as fases adidáticas de ação, formulação e validação permearam a aplicação das atividades quando, por exemplo, as crianças elaboraram as estratégias para resolver os cálculos propostos; a mobilização de diferentes teoremas em ação, principalmente os ligados ao uso do ponto para facilitar a leitura e a organização do número.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo revelamos teoremas en acción movilizados por niños del 4º grado, de la educación básica escolar, en actividades relacionadas con la escritura de números con dígitos y su lectura en su forma actual. Los datos que forman parte de la Ingeniería Didáctica fueron analizados considerando aspectos de la Teoría de Campos Conceptuales y la Teoría de Situaciones. Los resultados indican: que las fases adidácticas de acción, formulación y validación impregnaron la aplicación de las actividades cuando, por ejemplo, los niños elaboraron estrategias para resolver los cálculos propuestos; la movilización de diferentes teoremas en acción, principalmente los vinculados al uso del punto para facilitar la lectura y la organización del número.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article we reveal theorems in action mobilized by children from the 4th year of Elementary School in activities related to writing numbers with numbers and reading them in their current form. The data that make up part of Didactic Engineering were analyzed considering aspects of the Theory of Conceptual Fields and the Theory of Situations. The results indicate: that the nondidactic phases of action, formulation and validation permeated the application of the activities when, for example, the children elaborated strategies to solve the proposed calculations; the mobilization of different theorems in action, mainly those linked to the use of the dot to facilitate reading and the organization of the number.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Números escritos]]></kwd>
<kwd lng="pt"><![CDATA[Teoremas em ação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="es"><![CDATA[Números escritos]]></kwd>
<kwd lng="es"><![CDATA[Teoremas en acción]]></kwd>
<kwd lng="es"><![CDATA[Educación básica escolar]]></kwd>
<kwd lng="en"><![CDATA[Written numbers]]></kwd>
<kwd lng="en"><![CDATA[Theorems in action]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
</kwd-group>
</article-meta>
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