<?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>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2024000200120</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v15n2a21</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Significado para a Modelagem Matemática evidenciado no planejamento de uma prática para a sala de aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Meaning for Mathematical Modelling evidenced in the planning of practice for the classroom]]></article-title>
<article-title xml:lang="es"><![CDATA[Significado para la Modelación Matemática evidenciado en la planificación de la práctica para el aula]]></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-group>
<aff id="A01">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2024000200120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2024000200120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2024000200120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo temos como objetivo evidenciar a atribuição de significado para a Modelagem Matemática por professoras em formação continuada quando planejam uma prática após vivenciarem o aprender sobre e o aprender por meio da modelagem. Nosso aporte teórico é a Modelagem Matemática como alternativa pedagógica e a Semiótica Peirceana que versa sobre o significado atribuído aos objetos por meio dos signos que o representam. Considerando a necessidade de abordar ações que permitam o ensino da Modelagem Matemática, nos debruçamos no planejamento de uma prática para a sala de aula por uma dupla de professoras na disciplina de Modelagem Matemática de um Mestrado Profissional em Ensino de Matemática, no ano de 2021. A análise do episódio-dupla e do episódio-compartilhamento do planejamento foi orientada na Teoria Fundamentada em Dados. O movimento analítico fez emergir quatro categorias que revelaram a atribuição de significado para a Modelagem Matemática: considerações sobre os alunos, considerações sobre o conteúdo matemático, considerações sobre a temática e considerações sobre a dinâmica da prática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, we aim to highlight the attribution of meaning to Mathematical Modelling by teachers in continuing education when they plan a practice after experiencing learning about and learning through modelling. Our theoretical contribution is Mathematical Modelling as a pedagogical alternative and Peircean Semiotics, which deals with the meaning attributed to objects through the signs that represent them. Considering the need to address actions that allow the teaching of Mathematical Modelling, we focused on the planning a practice for the classroom by a pair of teachers in the Mathematical Modelling discipline of a Professional Master's Degree in Mathematics Teaching, in the year 2021. The analysis of the episode-duo and episode-sharing planning was guided by Grounded Theory. The analytical movement gave rise to four categories that revealed the attribution of meaning to Mathematical Modelling: considerations about the students, considerations about the mathematical content, considerations about the theme and considerations about the dynamics of practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo pretendemos resaltar la atribución de significado a la Modelación Matemática por parte de los docentes de formación continua cuando planifican una práctica después de experimentar el aprendizaje y el aprendizaje através de la modelización. Nuestro aporte teórico es la Modelación Matemática como alternativa pedagógica y la Semiótica Peirceana, que trata sobre el significado atribuido a los objetos a través de los signos que los representan. Considerando la necesidad de abordar acciones que permitan la enseñanza de la Modelación Matemática, nos enfocamos en planificar una práctica para el aula por parte de un par de docentes en la disciplina de Modelación Matemática de una Maestría Profesional en Enseñanza de las Matemáticas, en el año 2021. El análisis del episodio- El dúo y la planificación para compartir episodios se guiaron por Grounded Theory. El movimiento analítico dio lugar a cuatro categorías que revelaron la atribución de significado a la Modelación Matemática: consideraciones sobre los estudiantes, consideraciones sobre el contenido matemático, consideraciones sobre el tema y consideraciones sobre la dinámica de la práctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Modelagem Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Semiótica Peirceana]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Modelling]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[Peircean Semiotics]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Modelación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación Continua]]></kwd>
<kwd lng="es"><![CDATA[Semiótica Peirceana]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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