<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052021000500372</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.52253</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROCURANDO II: uma investigação sobre números irracionais]]></article-title>
<article-title xml:lang="en"><![CDATA[SEARCHING II: an investigation into irrational numbers]]></article-title>
<article-title xml:lang="es"><![CDATA[BUSCANDO II: una investigación sobre números irracionales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Adriana de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acioly]]></surname>
<given-names><![CDATA[Vitor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giraldo]]></surname>
<given-names><![CDATA[Victor Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>especial</numero>
<fpage>372</fpage>
<lpage>385</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000500372&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000500372&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000500372&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objeto de recorrente preocupação no meio acadêmico, os números irracionais são vistos pelos estudantes como difíceis de entender e reconhecidos pelos professores como um desafio para o ensino. Este artigo descreve uma pesquisa de campo, de abordagem qualitativa e observação participante, na qual nos propusemos a investigar os aspectos a serem considerados ao se abordar o ensino do conceito de irracionalidade, na formação de professores de matemática. Os registros do diário de campo e a produção escrita dos licenciandos, submetidos a um Estudo Sistemático de Vocabulário (BARDIN, 2009), foram produzidos durante a aplicação de uma atividade sobre o número irracional &#960; no contexto de uma sala de aula da disciplina Matemática na escola, de um curso de licenciatura em matemática, de uma Universidade Federal situada na cidade do Rio de Janeiro. O estudo mostrou a importância do conhecimento conceitual do conteúdo, contudo suas fronteiras devem ser extrapoladas na prática reflexiva sobre como os conceitos se constituem e nas formas como são ensinados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Object of concern in the academic environment, irrational numbers have been faced by students as a challenge and it is recognized by teachers the same way in the teaching process. Besides, this article describes a field research, with a qualitative approach and participant observation, in which, we set out to investigate the aspects to be considered when approaching the teaching of the concept of irrationality in mathematics teacher education. The entries of the field diary and the written production of the undergraduates, submitted to Systematic Vocabulary Study (BARDIN, 2009), were produced during the application of an activity upon the irrational number &#960; in the context of a classroom of the subject Mathematics at the school, from a mathematics degree course, from a Federal University located in the city of Rio de Janeiro. The study showed the importance of conceptual knowledge of the content however its boundaries must be extrapolated in the reflective practice on how concepts are constituted and in the ways in which they are taught.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Objeto de preocupación recurrente en el entorno académico, los números irracionales son vistos por los estudiantes como difíciles de entender y reconocidos por los profesores como un desafío para la enseñanza. Este artículo describe una investigación de campo, con enfoque cualitativo y observación participante, en la que nos propusimos investigar los aspectos a considerar al abordar la enseñanza del concepto de irracionalidad en la formación de profesores de matemáticas. Los registros del diario de campo y la producción escrita de los estudiantes, sometidos a Estudio Sistemático de Vocabulario (BARDIN, 2009),]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[números irracionais]]></kwd>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[número &#960;]]></kwd>
<kwd lng="en"><![CDATA[irrational numbers]]></kwd>
<kwd lng="en"><![CDATA[mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[number &#960;]]></kwd>
<kwd lng="es"><![CDATA[números irracionales]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[número &#960;]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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