<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362021000100102</article-id>
<article-id pub-id-type="doi">10.46551/emd.e202103</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Olhar profissional para a docência com tecnologia: um estudo na formação continuada]]></article-title>
<article-title xml:lang="en"><![CDATA[The professional noticing at the teaching with technology: a study in the continuing education]]></article-title>
<article-title xml:lang="es"><![CDATA[La mirada profesional a la enseñanza con tecnología: un estudio en la educación continua]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[Sonner Arfux de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Nielce Meneguelo Lobo da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llinares]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Anhanguera de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Alicante  ]]></institution>
<addr-line><![CDATA[Alicante ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>5</volume>
<numero>11</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362021000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362021000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362021000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: No artigo discutimos a competência do Olhar Profissional numa pesquisa com três professores de Matemática num curso de formação continuada com o objetivo de identificar a mobilização de conhecimentos pelo professor que indicam o desenvolvimento dessa competência para o ensino com tecnologia. A fundamentação veio do processo reflexivo docente na perspectiva da reflexão coletiva envolvendo vivências para a reconstituição das práticas e, quanto aos conhecimentos docentes para ensinar com Tecnologia, o apoio esteve no modelo TPACK. A metodologia foi qualitativa, do tipo estudo de caso, com coleta de dados feita por observação, entrevistas e recolha dos materiais produzidos nos encontros de formação, com análise interpretativa. Concluímos que no processo formativo desenvolvido houve mobilização de conhecimentos tecnológicos, pedagógicos e matemáticos, a qual foi percebida em um contexto de observação das tarefas envolvidas e das manifestações do raciocínio dos alunos, apontando possibilidades de ampliação do Olhar Profissional dos participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In the article we discussed the competence of Professional Noticing in a research with three Mathematics teachers in a continuing education course with the aim of identifying the mobilization of knowledge by these teachers that indicate their development of the Professional Look competence for teaching with technology. The theoretical support came from the reflective teaching process, in the perspective of collective reflection involving experiences for the reconstitution of practices and, regarding the teaching knowledge to teach with technology, the support was in the TPACK model. The methodology was qualitative, of the case study type, with data collection made by observation, interviews and materials produced in the educational meetings, with interpretative analysis. We concluded that in the continuing educational process there was mobilization of technological, pedagogical, and mathematical knowledge, which was perceived in a context of observing the tasks involved and the manifestations of the students' reasoning, pointing out possibilities for expanding the participants&#8217; Professional Noticing.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el artículo discutimos la competencia de la Mirada Profesional en una encuesta a tres profesores de Matemáticas en un curso de educación continua con el objetivo de identificar la movilización de conocimientos por parte del docente que indican el desarrollo de la competencia de Mirada Profesional para enseñar con tecnología. El razonamiento provino del proceso de enseñanza reflexiva en la perspectiva de la reflexión colectiva involucrando experiencias para la reconstitución de prácticas y, en cuanto a la enseñanza de conocimientos para enseñar con tecnología, el apoyo estuvo en el modelo TPACK. La metodología fue cualitativa, del tipo estudio de caso, con recolección de datos realizada por observación, entrevistas y recolección de materiales producidos en las reuniones de capacitación, con análisis interpretativo. Se concluye que en el proceso de formación desarrollado se produjo una movilización de conocimientos tecnológicos, pedagógicos y matemáticos, que se percibieron en un contexto de observación de las tareas involucradas y las manifestaciones del razonamiento de los estudiantes, señalando posibilidades de ampliación de la Mirada Profesional de los participantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Professores de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Digitais]]></kwd>
<kwd lng="pt"><![CDATA[Competência de Observar com Sentido.]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teachers]]></kwd>
<kwd lng="en"><![CDATA[Digital Technologies]]></kwd>
<kwd lng="en"><![CDATA[Noticing with Sense.]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Profesores de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías Digitales]]></kwd>
<kwd lng="es"><![CDATA[Competencia para Observar con Sentido.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ADLER]]></surname>
<given-names><![CDATA[Jill]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A language of teaching dilemmas: unlocking the complex multilingual secondary mathematics classroom]]></article-title>
<source><![CDATA[For the Learning of Mathematics]]></source>
<year>1998</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>24-33</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[Maria Elizabeth Bianconcini]]></given-names>
</name>
<name>
<surname><![CDATA[VALENTE]]></surname>
<given-names><![CDATA[José Armando]]></given-names>
</name>
</person-group>
<source><![CDATA[Tecnologias e Currículo: trajetórias convergentes ou divergentes?]]></source>
<year>2011</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Paulus]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BITTAR]]></surname>
<given-names><![CDATA[Marilena]]></given-names>
</name>
<name>
<surname><![CDATA[GUIMARÃES]]></surname>
<given-names><![CDATA[Sheila Denize]]></given-names>
</name>
<name>
<surname><![CDATA[VASCONCELLOS]]></surname>
<given-names><![CDATA[Mônica]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A integração da tecnologia na prática do professor que ensina Matemática na Educação Básica: uma proposta de pesquisa-ação]]></article-title>
<source><![CDATA[Revemat]]></source>
<year>2008</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>84-94</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BOGDAN]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
<name>
<surname><![CDATA[BIKLEN]]></surname>
<given-names><![CDATA[Sari Knopp]]></given-names>
</name>
<name>
<surname><![CDATA[Alvez]]></surname>
<given-names><![CDATA[Maria João]]></given-names>
</name>
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Sara Bahia dos]]></given-names>
</name>
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[Telmo Mourinho]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigação qualitativa em Educação: uma introdução à teoria e aos métodos.]]></source>
<year>1994</year>
<publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Porto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FORTUNY]]></surname>
<given-names><![CDATA[Josep. M.]]></given-names>
</name>
<name>
<surname><![CDATA[RODRÍGUEZ]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprender a mirar con sentido: facili tar la interpretación de las interacciones en el aula]]></article-title>
<source><![CDATA[Avances de Investigación en Educación Matemática]]></source>
<year>2012</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>23-37</page-range><publisher-loc><![CDATA[Granada ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GAMBOA Silvio]]></surname>
<given-names><![CDATA[Sanchez]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tendências epistemológicas: dos tecnicismos e outros &#8220;ismos&#8221; aos paradigmas científicos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[SANTOS FILHO]]></surname>
<given-names><![CDATA[José Camilo]]></given-names>
</name>
<name>
<surname><![CDATA[GAMBOA]]></surname>
<given-names><![CDATA[Silvio Sanchez]]></given-names>
</name>
</person-group>
<source><![CDATA[Pesquisa Educacional: quantidade-qualidade]]></source>
<year>2000</year>
<page-range>60-83</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HARRIS]]></surname>
<given-names><![CDATA[Judith]]></given-names>
</name>
<name>
<surname><![CDATA[MISHRA]]></surname>
<given-names><![CDATA[Punyahloke]]></given-names>
</name>
<name>
<surname><![CDATA[KOEHLER]]></surname>
<given-names><![CDATA[Matthey J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed]]></article-title>
<source><![CDATA[Journal of Research on Technology in Education]]></source>
<year>2009</year>
<volume>41</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>393-416</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HIEBERT]]></surname>
<given-names><![CDATA[James]]></given-names>
</name>
<name>
<surname><![CDATA[MORRIS]]></surname>
<given-names><![CDATA[Anne K.]]></given-names>
</name>
<name>
<surname><![CDATA[GLASS]]></surname>
<given-names><![CDATA[Brad]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to learn to teach: an &#8220;experiment&#8221; model for teaching and teacher preparation in Mathematics]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2003</year>
<numero>6</numero>
<issue>6</issue>
<page-range>201-22</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HUGHES]]></surname>
<given-names><![CDATA[Joan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technology learning principles for preservice and in-service teacher education]]></article-title>
<source><![CDATA[Contemporary Issues in Technology and Teacher Education]]></source>
<year>2004</year>
<volume>4</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>345-62</page-range><publisher-loc><![CDATA[Waynesville ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[IMBERNÓN]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Silvana Cobucci]]></given-names>
</name>
</person-group>
<source><![CDATA[Formação docente e profissional: formar-se para a mudança e a incerteza.]]></source>
<year>2006</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KIILL]]></surname>
<given-names><![CDATA[Ayrton Araújo]]></given-names>
</name>
<name>
<surname><![CDATA[RIBEIRO]]></surname>
<given-names><![CDATA[Rogério Marques]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A reflexão sobre a prática e o discurso de professores: um estudo de caso]]></article-title>
<source><![CDATA[Educação Matemática Debate]]></source>
<year>2020</year>
<volume>4</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1-15</page-range><publisher-loc><![CDATA[Montes Claros ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LAMPERT]]></surname>
<given-names><![CDATA[Magdalene]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What can research on teacher education tell us about improving quality in Mathematics Education?]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>1988</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>157-70</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LLINARES]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Cómo dar sentido a las situaciones de enseñanza-aprendizaje de las Matemáticas? Algunos aspectos de la competencia docente del profesor.]]></article-title>
<source><![CDATA[Cuadernos de Investigación y Formación en Educación Matemática]]></source>
<year>2016</year>
<volume>11</volume>
<numero>15</numero>
<issue>15</issue>
<page-range>57-67</page-range><publisher-loc><![CDATA[Costa Rica ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LLINARES]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competencias docentes del maestro en la docencia en Matemáticas y el diseño de programas de formación]]></article-title>
<source><![CDATA[Uno &#8212; Revista de Didáctica de las Matemáticas]]></source>
<year>2009</year>
<numero>51</numero>
<issue>51</issue>
<page-range>92-101</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LLINARES]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formación de profesores de Matemáticas: caracterización y desarrollo de competencias docentes]]></article-title>
<source><![CDATA[]]></source>
<year></year>
<conf-name><![CDATA[ CONFERENCIA INTERAMERICANA DE EDUCACIÓN MATEMATICA, 13]]></conf-name>
<conf-date>2011</conf-date>
<conf-loc>Recife </conf-loc>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LLINARES]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professional Noticing: a component of the Mathematics teachers&#8217; professional practice.]]></article-title>
<source><![CDATA[Sisyphus]]></source>
<year>2013</year>
<volume>1</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>76-93</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOBO DA COSTA]]></surname>
<given-names><![CDATA[Nielce Meneguelo]]></given-names>
</name>
<name>
<surname><![CDATA[FIGUEIREDO]]></surname>
<given-names><![CDATA[Sonner Arfux de]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A competência de "olhar profissionalmente" o ensino da Matemática em um entorno Tecnológico: algumas características]]></article-title>
<source><![CDATA[]]></source>
<year></year>
<conf-name><![CDATA[ SEMINÁRIO SUL-MATO-GROSSENSE DE PESQUISA EM EDUCAÇÃO MATEMÁTICA, 12]]></conf-name>
<conf-date>2018</conf-date>
<conf-loc>Campo Grande </conf-loc>
<page-range>119-31</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOBO DA COSTA]]></surname>
<given-names><![CDATA[Nielce Meneguelo]]></given-names>
</name>
<name>
<surname><![CDATA[PRADO]]></surname>
<given-names><![CDATA[Maria Elisabette Brisola Brito]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A integração das tecnologias digitais ao ensino de Matemática: desafio constante no cotidiano escolar do professor]]></article-title>
<source><![CDATA[Perspectivas da Educucação Matemática]]></source>
<year>2015</year>
<volume>8</volume>
<numero>16</numero>
<issue>16</issue>
<page-range>99-120</page-range><publisher-loc><![CDATA[Campo Grande ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MASON]]></surname>
<given-names><![CDATA[Jennifer]]></given-names>
</name>
</person-group>
<source><![CDATA[Qualitative researching]]></source>
<year>2002</year>
<edition>2ed</edition>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MISHRA]]></surname>
<given-names><![CDATA[Punya]]></given-names>
</name>
<name>
<surname><![CDATA[KOEHLER]]></surname>
<given-names><![CDATA[Matthey J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technological Pedagogical Content Knowledge: a new framework for teacher knowledge]]></article-title>
<source><![CDATA[Teachers College Record]]></source>
<year>2006</year>
<volume>108</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1017-54</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NIESS]]></surname>
<given-names><![CDATA[Margaret]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematics Teachers Developing Technology, Pedagogy and Content Knowledge (TPACK)]]></article-title>
<source><![CDATA[]]></source>
<year></year>
<conf-name><![CDATA[ INTERNATIONAL CONFERENCE SOCIETY FOR INFORMATION TECHNOLOGY &amp; TEACHER EDUCATION]]></conf-name>
<conf-date>2008</conf-date>
<conf-loc>Las Vegas </conf-loc>
<page-range>5297-304</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROONEY]]></surname>
<given-names><![CDATA[Donna]]></given-names>
</name>
<name>
<surname><![CDATA[BOUD]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Toward a pedagogy for professional noticing: Learning through observation.]]></article-title>
<source><![CDATA[Vocations and Learning]]></source>
<year>2019</year>
<volume>12</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>441-57</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SÁNCHEZ-MATAMOROS]]></surname>
<given-names><![CDATA[Glória]]></given-names>
</name>
<name>
<surname><![CDATA[FERNÁNDEZ]]></surname>
<given-names><![CDATA[Ceneida]]></given-names>
</name>
<name>
<surname><![CDATA[LLINARES]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing pre-service teachers&#8217; noticing students&#8217; understanding of the derivative concept]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2015</year>
<numero>13</numero>
<issue>13</issue>
<page-range>1305-29</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHULMAN]]></surname>
<given-names><![CDATA[L. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge and teaching: foundations of the new reform]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1987</year>
<volume>57</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-23</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHULMAN]]></surname>
<given-names><![CDATA[Lee S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Those who understand: knowledge growth in teaching]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>1986</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>4-14</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YIN]]></surname>
<given-names><![CDATA[Robert. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Thorell]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudo de caso: planejamento e métodos.]]></source>
<year>2001</year>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Boookman]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEICHNER]]></surname>
<given-names><![CDATA[Kenneth M]]></given-names>
</name>
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Afonso José Carmona]]></given-names>
</name>
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Maria João]]></given-names>
</name>
<name>
<surname><![CDATA[Nóvoa]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
</person-group>
<source><![CDATA[A formação reflexiva de professores: ideias e práticas]]></source>
<year>1993</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Educa]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
