<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172019000100319</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172019210123</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PERCEPÇÃO DA MATEMÁTICA EM LIVROS DIDÁTICOS DE QUÍMICA]]></article-title>
<article-title xml:lang="en"><![CDATA[LA PERCEPCIÓN DE LAS MATEMÁTICAS EN LOS LIBROS DE TEXTO DE QUÍMICA]]></article-title>
<article-title xml:lang="es"><![CDATA[THE PERCEPTION OF MATHEMATICS IN CHEMISTRY TEXTBOOKS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[KARINA ALESSANDRA PESSOA DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[LOURDES MARIA WERLE de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172019000100319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172019000100319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172019000100319&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Neste artigo dirigimos nossa atenção para a percepção da Matemática em livros didáticos de Química por professores, estudantes de pós-graduação em Educação Matemática. Nosso aporte teórico é a Semiótica Peirceana, mais especificamente a teoria da percepção, e a abordagem interdisciplinar entendida como possibilidade de integrar, articular e trabalhar em conjunto as diferentes disciplinas. Por meio de uma análise qualitativa e de cunho interpretativo dos signos produzidos por quatro grupos de professores com relação à presença da Matemática no conteúdo Propriedades Coligativas nos livros, evidenciamos que estes percebem possibilidades para abordagens interdisciplinares entre Matemática e Química uma vez que a apresentação de objetos da química requer signos matemáticos como, por exemplo, gráficos e tabelas. Na percepção dos professores-estudantes, os livros didáticos parecem viabilizar abordagens interdisciplinares a partir de situações-problema propostas, atividades experimentais e na dedução de fórmulas. Todavia estas abordagens requerem um empenho dos professores de ambas as disciplinas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En este artículo enfocamos nuestra atención en la percepción de las matemáticas en los libros de texto de química por parte de maestros, estudiantes de posgrado en Educación Matemática. Nuestro soporte teórico es la Semiótica de Peirce, más específicamente la teoría de la percepción, y el enfoque interdisciplinario comprendido como una posibilidad para integrar, articular y trabajar juntas las diferentes asignaturas. Por medio de un análisis cualitativo e de carácter interpretativo de los signos producidos por cuatro grupos de maestros con respecto a la presencia de las Matemáticas en el contenido de Propiedades Coligativas en los libros, mostramos que perciben posibilidades de enfoques interdisciplinarios entre Matemáticas y Química, ya que la presentación de los objetos de química requiere signos matemáticos, como gráficos y tablas. En la percepción de los estudiantes docentes, los libros de texto parecen permitir enfoques interdisciplinarios basados en situaciones problemáticas propuestas, actividades experimentales y deducción de fórmulas. Sin embargo, estos enfoques requieren el compromiso de los docentes de ambas materias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this paper we focus our attention on the perception of mathematics in chemistry textbooks by teachers, graduate students in Mathematics Education. Our theoretical support is the Peircean Semiotics, more specifically the theory of perception, and the interdisciplinary approach understood as a possibility to integrate, articulate and work together the different disciplines. Through a qualitative and interpretative analysis of the signs produced by four groups of teachers regarding the presence of Mathematics in the Colligative Properties content in the books, we show that they perceive possibilities for interdisciplinary approaches between Mathematics and Chemistry since the presentation of objects of chemistry requires mathematical signs such as graphics and tables. In the perception of student-teachers, textbooks seem to enable interdisciplinary approaches based on proposed problem situations, experimental activities and deduction of formulas. However, these approaches require a commitment from teachers on both subjects.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Abordagem interdisciplinar]]></kwd>
<kwd lng="pt"><![CDATA[Semiótica peircena]]></kwd>
<kwd lng="pt"><![CDATA[Livro didático]]></kwd>
<kwd lng="es"><![CDATA[Enfoque interdisciplinario]]></kwd>
<kwd lng="es"><![CDATA[Semiótica de Peirce]]></kwd>
<kwd lng="es"><![CDATA[Libro de texto]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinary approach]]></kwd>
<kwd lng="en"><![CDATA[Peircean semiotic]]></kwd>
<kwd lng="en"><![CDATA[Textbook]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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