<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062019000300571</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol29.n62.p571-589</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A RECONSTRUÇÃO DE ANTIGOS INSTRUMENTOS MATEMÁTICOS DIRIGIDA PARA FORMAÇÃO DE PROFESSORES]]></article-title>
<article-title xml:lang="en"><![CDATA[THE RECONSTRUCTION OF OLD MATHEMATICAL INSTRUMENTS AIMED AT TEACHERS TRAINING]]></article-title>
<article-title xml:lang="es"><![CDATA[LA RECONSTRUCCIÓN DE ANTIGUOS INSTRUMENTOS MATEMÁTICOS DIRIGIDOS A LA FORMACIÓN DE PROFESORES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saito]]></surname>
<given-names><![CDATA[Fumikazu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2019</year>
</pub-date>
<volume>29</volume>
<numero>62</numero>
<fpage>571</fpage>
<lpage>589</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062019000300571&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062019000300571&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062019000300571&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma proposta de abordagem teórica para a reconstrução de instrumentos matemáticos na interface entre história e ensino de matemática, a qual contou com um amplo levantamento de uma literatura dedicada à construção e ao uso de instrumentos matemáticos e à geometria prática, muito disseminada entre os séculos XVI e XVII. A análise dessa literatura revelou interessantes aspectos matemáticos e epistemológicos do saber matemático que podem ser explorados na formação de professores de diferentes níveis. Este artigo dá especial atenção à ideia de reconstruir esses instrumentos com vistas a refletir e a discutir sobre os condicionantes manipulativos e os conhecimentos geométricos mobilizados no processo de sua reconstrução. A reconstrução e o manuseio desses instrumentos têm nos conduzido a revisitar e a discutir sobre alguns procedimentos mecânicos e racionais ligados ao processo de elaboração do conhecimento matemático. Tendo por base a ideia de que o instrumento matemático não só é mero artefato, mas também meio para construir conhecimento, este trabalho tem por objetivo estimular a reflexão sobre e contribuir para a formação crítica de professores de matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents a theoretical approach for the reconstruction of mathematical instruments in the interface between history and math teaching which had a wide survey of a literature dedicated to the construction and use of mathematical instruments and the practical geometry, widely disseminated between sixteenth and seventeenth centuries. The analysis of these works has revealed interesting mathematical and epistemological aspects of mathematical knowledge that can be explored in the teachers training with different levels. This article gives special attention to the idea of reconstructing these instruments in order to reflect and discuss about manipulative handicaps and geometric knowledge which are mobilized in the process of its reconstruction. The reconstruction and manipulation of these instruments had led one to the revision and the discussion of some mechanical and rational procedures which are related to the process of elaboration of mathematical knowledge. Based on the idea that the mathematical instrument is not merely an artifact, but also a means to construct knowledge, this paper aims to stimulate reflection on and contribute to the critical training of math teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una propuesta de enfoque teórico para la reconstrucción de instrumentos matemáticos en la interfaz entre la historia y la enseñanza de las matemáticas la cual contó con un amplio levantamiento de la literatura dedicada a la construcción y al uso de instrumentos matemáticos y a la geometría práctica, muy diseminada entre los siglos XVI y XVII. El análisis de esta literatura ha revelado interesantes aspectos matemáticos y epistemológicos del saber matemático que pueden ser explorados en la formación de profesores de diferentes niveles. Este artículo da especial atención a la idea de reconstruir estos instrumentos con el fin de reflexionar y discutir sobre los condicionantes manipulativos y los conocimientos geométricos movilizados en el proceso de su reconstrucción. La reconstrucción y el manejo de estos instrumentos han conducido a repasar y discutir sobre algunos procedimientos mecánicos y racionales conexos al proceso de elaboración del conocimiento matemático. Con base en la idea de que el instrumento matemático no es un simple artefacto, sino también medio para construir conocimiento, este trabajo tiene por meta estimular la reflexión sobre y contribuir para la formación crítica de profesores de matemáticas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História da Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento matemático]]></kwd>
<kwd lng="en"><![CDATA[History of Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Knowledge]]></kwd>
<kwd lng="es"><![CDATA[Historia de las Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento matemático]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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