<?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>S1981-81062019000300647</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol29.n62.p647-668</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O QUADRO VALOR DE LUGAR NOS MÓDULOS DO PROJETO LOGOS II: UMA EXPERIÊNCIA HISTÓRICA NA FORMAÇÃO DE PROFESSORES]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PLACE VALUE TABLE IN THE LOGOS II PROJECT MODULES: A HISTORICAL EXPERIENCE IN TEACHER TRAINING]]></article-title>
<article-title xml:lang="es"><![CDATA[EL CUADRO VALOR DE LUGAR EN LOS MÓDULOS DEL PROYECTO LOGOS II: UNA EXPERIENCIA HISTÓRICA EN LA FORMACIÓN DE PROFESORES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gouveia]]></surname>
<given-names><![CDATA[Cristiane Talita Gromann de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gouveia]]></surname>
<given-names><![CDATA[Sérgio Candido de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[ Rondônia]]></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>647</fpage>
<lpage>668</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062019000300647&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062019000300647&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062019000300647&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem como objetivo analisar como que o quadro valor de lugar (QVL) integrou a disciplina de Didática da Matemática dos módulos do Projeto Logos II, sendo esse um curso de formação de professores em voga nas décadas de 1970 a 1990. Este estudo abordará, também, uma experiência realizada com professores e futuros professores que participaram de uma oficina pedagógica intitulada &#8220;Didática da Matemática: uma perspectiva histórica&#8221; no Encontro de Pós-Graduação em Educação (INTEGRAP 2017), realizado na UNESP de Rio Claro. Como fontes foram utilizados os módulos do Projeto Logos II, assim como o relato dos ministrantes sobre a experiência com os participantes da oficina. No referencial teórico-metodológico utilizou-se das concepções de crítica ao documento de Bloch e o Paradigma Indiciário de Ginzburg. Os resultados indicam que, além das teorias de Jean Piaget e John Dewey, o QVL relacionava-se com o material dourado de Maria Montessori, bem como os ideais do Movimento da Matemática Moderna, principalmente na adoção da teoria dos conjuntos. Ademais, todos os participantes da oficina relataram que não conheciam o QVL, e o consideraram um instrumento didático útil no ensino das quatro operações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze how the place value framework (QLL) integrated the Mathematics Didactics discipline of the Logos II Project modules, which is a training course for teachers in vogue in the 1970s to 1990s. also an experience with professors and future teachers who participated in a pedagogical workshop entitled "Didactics of Mathematics: a historical perspective" at the Postgraduate Meeting on Education (INTEGRAP 2017), held at UNESP in Rio Claro. As sources, the Logos II Project modules were used, as well as the report of the participants on the experience with workshop participants. In the theoretical-methodological referential was used the concepts of criticism to Bloch's document and Ginzburg's Indigenous Paradigm. The results indicate that, in addition to the theories of Jean Piaget and John Dewey, the QVL was related to the gold material of Maria Montessori, as well as the ideals of the Modern Mathematics Movement, mainly in the adoption of set theory. In addition, all workshop participants reported that they did not know the QLL, and considered it a useful teaching tool in teaching the four operations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar cómo el cuadro valor de lugar (QVL) integró la disciplina de Didáctica de las Matemáticas de los módulos del Proyecto Logos II, siendo este un curso de formación de profesores en boga en las décadas de 1970 a 1990. Este estudio abordará también una experiencia realizada con profesores y futuros profesores que participaron en un taller pedagógico titulado "Didáctica de las Matemáticas: una perspectiva histórica" ??en el Encuentro de Postgrado en Educación (INTEGRAP 2017), realizado en la UNESP de Rio Claro. Como fuentes se utilizaron los módulos del Proyecto Logos II, así como el relato de los ministrantes sobre la experiencia con los participantes del taller. En el referencial teórico-metodológico se utilizó de las concepciones de crítica al documento de Bloch y el Paradigma Indiciario de Ginzburg. Los resultados indican que, además de las teorías de Jean Piaget y John Dewey, el QVL se relacionaba con el material dorado de María Montessori, así como los ideales del Movimiento de la Matemática Moderna, principalmente en la adopción de la teoría de los conjuntos. Además, todos los participantes del taller relataron que no conocían el QVL, y lo consideraron un instrumento didáctico útil en la enseñanza de las cuatro operaciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professores Leigos]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[História da Educação]]></kwd>
<kwd lng="en"><![CDATA[Lay Teachers]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[History of Education]]></kwd>
<kwd lng="es"><![CDATA[Profesores Laicos]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Historia de la Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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