<?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>S2215-34702021000100190</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-1.12</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El conocimiento matemático del profesor acerca de la parábola: diseño de un instrumento para investigación]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers' mathematical knowledge of parabolas: Designing an instrument for research]]></article-title>
<article-title xml:lang="pt"><![CDATA[O conhecimento matemático do professor sobre a parábola: desenho de um instrumento para investigação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Advíncula Clemente]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beteta Salas]]></surname>
<given-names><![CDATA[Marisel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[León Ríos]]></surname>
<given-names><![CDATA[José Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres Céspedes]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Lima Instituto de Investigación Científica ]]></institution>
<addr-line><![CDATA[ Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Lima Instituto de Investigación Científica ]]></institution>
<addr-line><![CDATA[ Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Lima Instituto de Investigación Científica ]]></institution>
<addr-line><![CDATA[ Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Lima Instituto de Investigación Científica ]]></institution>
<addr-line><![CDATA[ Lima]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Huelva Centro de Investigación COIDESO ]]></institution>
<addr-line><![CDATA[ Huelva]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>190</fpage>
<lpage>209</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000100190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000100190&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000100190&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación en Educación Matemática suele centrarse en compartir los resultados de la aplicación de instrumentos de obtención de información. Si bien dichos instrumentos suelen describirse en la sección de metodología, el proceso de su desarrollo no suele ser muy transparente para el lector. En esta investigación el objetivo es abordar dicha problemática y describir con todo detalle el proceso de generación de un cuestionario, basado en el modelo MTSK, para la exploración del conocimiento del profesor acerca de la parábola, entendida como cónica. Se presenta el diseño de un instrumento de carácter cualitativo que permite hacer una aproximación al conocimiento matemático del profesor acerca de la parábola, poniendo énfasis tanto en el uso de la teoría, como de la triangulación, interna y externa, como elementos clave en el diseño metodológico. El principal aporte fue determinar pautas para el diseño de cuestionarios basados en el modelo MTSK, las cuales pueden ser tomadas en cuenta al margen de los contenidos matemáticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Research in mathematics education usually focuses on sharing results from the application of instruments to obtain data. Even though these instruments are usually described in the methodology section, their development process tends to not be transparent for the reader. The objective of this paper is to study this problem and describe in detail the process of creating a questionnaire based on the MTSK model, in order to explore the teacher's knowledge of parabolas, understood as conic sections. We present the design of a qualitative instrument that allows for the approximation of the teacher's mathematical knowledge of parabolas, emphasizing on the use of theory, as well as both internal and external triangulation, as key elements in the methodological design. The main contribution of this paper is to give guidelines for the design of questionnaires based on the MTSK model, which can be taken into account regardless of the mathematical contents.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa na Educação Matemática tende a estar centrada no compartilhamento dos resultados da aplicação de instrumentos de alcance de informação. Embora tais instrumentos se inclinem a estar descritos na seção de metodologia, o processo de seu desenvolvimento tende a não ser muito transparente para o leitor. Nesta pesquisa o objetivo é abordar essa problemática e descrever detalhadamente o processo de criação de um questionário, com base no modelo MTSK, para a exploração do conhecimento do professor sobre a parábola, entendida como cônica. É apresentado o desenho de um instrumento de carácter qualitativo, que permite fazer uma aproximação ao conhecimento matemático do professor sobre a parábola, colocando ênfase tanto no uso da teoria quanto da triangulação, interna e externa, como elementos-chave no desenho metodológico. A principal contribuição foi determinar pautas para o desenho de questionários baseados no modelo MTSK, que podem ser levadas em consideração independentemente dos conteúdos matemáticos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[conocimiento matemático]]></kwd>
<kwd lng="es"><![CDATA[funciones]]></kwd>
<kwd lng="es"><![CDATA[parábola, cuestionario, MTSK, conocimiento del profesor]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[functions]]></kwd>
<kwd lng="en"><![CDATA[parabola, questionnaire, MTSK, teacher&#8217;s knowledge]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento matemático]]></kwd>
<kwd lng="pt"><![CDATA[funções]]></kwd>
<kwd lng="pt"><![CDATA[parábola, questionário, MTSK, conhecimento do professor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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