<?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>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702020000200114</article-id>
<article-id pub-id-type="doi">10.15359/ru.34-2.7</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Criterios utilizados por profesores de matemáticas para el planteamiento de problemas en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Criteria used by mathematics teachers to pose problems in the classroom]]></article-title>
<article-title xml:lang="pt"><![CDATA[Critérios utilizados pelos professores de matemática para a exposição dos problemas na sala de aula]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[Luis R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Báez-Huaiquián]]></surname>
<given-names><![CDATA[Daniela Ilse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina-Cabero]]></surname>
<given-names><![CDATA[Juan G.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Arredondo]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los LagosOsorno Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Corporación SurEduca Osorno  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Notnormalized</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Colegio Eulogio Goicolea GarayCalbuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Notnormalized</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Los LagosOsorno Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>114</fpage>
<lpage>137</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702020000200114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702020000200114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702020000200114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio sobre losproblemas que plantean profesores a sus estudiantes y las características que se deben considerar con la finalidad de potenciar sus competencias matemáticas constituye un tema que ha adquirido interés en los últimos años.Sin embargo, la mayoría de los estudios se han abordado desde el punto de vista epistémico, tecnológico o cognitivo, sin considerar efectivamente el quehacer que realizan los profesores habitualmente con respecto a la proposición de problemas para sus clases de matemáticas. En este sentido, el objetivo de este artículo es explorar las concepciones y prácticas pedagógicas de un grupo de docentesen servicio, de enseñanza básica y media del sur de Chile, sobre la selección de problemas de matemáticas para sus clases y los criterios que utilizan para tal selección. El interés de este estudio nace de asumir que, en el salón de clases, los profesores son el vehículo articulador de las políticas educativas; otra motivación surge por los resultados de la investigación en didáctica de la matemática. Con esta finalidad, se implementa un cuestionario, cuyos resultados evidencian que los problemas que eligen los profesores para sus clases son, básicamente, de tres tipos: i) problemas de los libros de texto, internet y otros recursos; ii) problemas que adaptan (variaciones propias) de los libros de texto, internet u otros recursos; y iii) problemas que el mismo docente crea. En cualquier caso, se hace notorio un creciente interés de los profesores por llevar al aula problemas con contextos cercanos a sus estudiantes y que despierten, emocionalmente, el interés. Además, se observó que los criterios utilizados para el planteamiento de problemas en el aula contemplan, implícitamente, los criterios de idoneidad propuestos en el marco del enfoque ontosemiótico del conocimiento y la instrucción matemáticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study of the problems posed by teachers to their students and the characteristics that should be considered to enhance mathematical competences is an issue that has gained interest in recent years. However, most of these studies have been approached from an epistemic, technological, or cognitive point of view, without effectively considering what math teachers usually do to pose problems in their classes. In this sense, the objective of this article is to explore the pedagogical conceptions and practices of a group of elementary and secondary teachers from southern Chile about the selection of mathematical problems for their classes, and the criteria they use for such selection. The interest of this study stems from assuming that, in the classroom, teachers are the articulating vehicle of educational policies. Another motivation for this paper is the results of research in Mathematics Education. For this purpose, a questionnaire was presented which showed that teachers choose any of the following three mathematical problems: i) problems taken from textbooks, internet, and other resources; ii) problems adapted from textbooks, internet, or other resources (own variations); and iii) problems created by the teacher. In any case, there is a growing interest in teachers to pose problems with contexts that students feel close to and arouse interest from an emotional point of view. In addition, it was observed that the criteria used by teachers for posing math problems in the classroom implicitly contemplate the didactical suitability criteria proposed within the framework of the Onto-Semiotic Approach to Mathematical Knowledge and Instruction (OSA).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo dos problemas expostos pelos professores a seus alunos e das características que devem ser consideradas para aprimorar suas habilidades matemáticas é uma questão que tem despertado interesse nos últimos anos. No entanto, a maioria dos estudos foi abordada do ponto de vista epistêmico, tecnológico ou cognitivo, sem considerar efetivamente a tarefa que os professores costumam fazer com relação à proposta de problemas para suas aulas de matemática. Nesse sentido, o objetivo deste artigo é explorar as concepções e práticas pedagógicas de um grupo de professores em serviço, do ensino fundamental e médio do sul do Chile, sobre a seleção de problemas de matemática para suas aulas e os critérios utilizados para essa seleção. O interesse deste estudo decorre da suposição de que, na sala de aula, os professores são o veículo articulador das políticas educacionais; outra motivação surge dos resultados de pesquisas no ensino da matemática. Para isso, é implementado um questionário, cujos resultados mostram que os problemas eleitos pelos professores para suas aulas são basicamente de três tipos: i) problemas de livros didáticos, internet e outros recursos; ii) problemas que se adaptam (variações próprias) de livros didático, internet ou outros recursos; e iii) problemas que o próprio professor cria. De qualquer forma, há um crescente interesse dos professores em trazer problemas para a sala de aula com contextos próximos aos alunos e que despertem, emocionalmente, o interesse. Além disso, observou-se que os critérios utilizados para a exposição de problemas na sala de aula contemplam implicitamente os critérios de idoneidade propostos no âmbito do Enfoque Ontosemiótico do Conhecimento e a Instrução Matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[diseño]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[profesores de matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="en"><![CDATA[design]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[mathematics teachers]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[design]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[professores de matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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