<?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>S2215-34702023000100170</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El desarrollo de habilidades en el trabajo matemático: el caso de Lucas, un futuro profesor de matemática, en su práctica profesional]]></article-title>
<article-title xml:lang="en"><![CDATA[Skill development in mathematical work: the case of Lucas, a prospective mathematics teacher in training practice]]></article-title>
<article-title xml:lang="pt"><![CDATA[O desenvolvimento de habilidades no trabalho matemático: o caso do Lucas, um futuro professor de matemática, em sua prática profissional.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Verdugo-Hernández]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza-Vásquez]]></surname>
<given-names><![CDATA[Gonzalo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Talca Facultad de Ciencias de la Educación Escuela de Pedagogía en Ciencias Naturales y Exactas]]></institution>
<addr-line><![CDATA[Linares ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Alberto Hurtado Facultad de Educación Departamento de Pedagogías Medias y Didácticas Específicas]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>170</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100170&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100170&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  Este trabajo busca caracterizar el trabajo matemático que el futuro profesor de matemática privilegia en el contexto de sus prácticas tempranas, en su formación inicial, particularmente, en la última de estas instancias (práctica profesional), a través de sus propuestas de enseñanza, en relación con el desarrollo de las habilidades disciplinares (matemáticas) establecidas por el currículo chileno.  (Metodología) Se trata de un estudio cualitativo, en el cual se analizó la implementación de una clase en línea sobre medidas de posición (cuartiles) y su correspondiente planificación. Se realizó el examen de contenido sobre las tareas matemáticas incluidas en la clase, respecto a sus características matemáticas y las habilidades disciplinares declaradas en la planificación.  (Resultados)  Los resultados muestran que el trabajo matemático privilegiado en dichas tareas aborda habilidades diferentes a la planificada y que la baja participación de los estudiantes en el contexto de la clase en línea lleva al futuro profesor a resolver por sí mismo las asignaciones que propone, lo que restringe el desarrollo de las habilidades matemáticas del currículo, contempladas en la planificación.  (Conclusiones)  El trabajo matemático propuesto en las tareas seleccionadas promueve el uso de representaciones semióticas y aspectos operacionales de los cuartiles, pero queda desvinculado del desarrollo de las habilidades disciplinares. Finalmente, se reflexiona en torno a cómo se produce la selección de tareas que comprometan a los estudiantes y que permitan el desarrollo de las habilidades planificadas por parte del futuro profesor, considerando lo que espera desarrollar durante la enseñanza y motiva la observación de los procesos formativos de los docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objetive)  This study seeks to characterize the mathematical work that prospective mathematics teachers prioritize in their initial training practices, in particular in the final stage of these practices (professional practice), as shown in their teaching proposals related to the development of disciplinary (mathematical) skills established in the Chilean curriculum.  (Methodology)  This is a qualitative study which analyzes the implementation of an online class on position measurements (quartiles) and its corresponding planning. A content analysis of mathematical tasks studied in the class was carried out, focusing on their characteristics and the disciplinary skills specified in the planning stage.  (Results)  Results show that the mathematical work emphasized on these tasks addresses skills that are different from those which were planned. In addition, low levels of student participation in the on-line classes lead prospective teachers to solve the proposed tasks by themselves, hindering the development of the mathematical skills specified in the planning stage.  (Conclusions)  The mathematical work proposed in the selected tasks promotes use of semiotic representations and operational aspects of the quartiles, but remains unconnected to the development of disciplinary skills. Finally, the selection of tasks that engage students and allow development of planned skills by the prospective teacher are considered, taking into account the abilities that the teacher expects to develop during teaching, to motivate the observation of teachers' training processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Este trabalho procura caracterizar o trabalho matemático que os futuros professores de matemática privilegiam no contexto de suas práticas iniciais, em sua formação inicial, particularmente na última destas instâncias (prática profissional), através de suas propostas de ensino, em relação ao desenvolvimento das habilidades disciplinares (matemática) estabelecidas pelo currículo chileno.  (Metodologia) Este é um estudo qualitativo, no qual foi analisada a implementação de uma aula online sobre medidas de posição (quartis) e seu correspondente planejamento. Foi realizada uma prova de conteúdo sobre as tarefas matemáticas incluídas na aula, com respeito às suas características matemáticas e às habilidades disciplinares declaradas no planejamento.  (Resultados)  Os resultados mostram que o trabalho matemático privilegiado nestas tarefas aborda habilidades diferentes das planejadas e que a baixa participação dos alunos no contexto da aula on-line leva o futuro professor a resolver por si mesmo as tarefas propostas, o que restringe o desenvolvimento das habilidades matemáticas do currículo, conforme contemplado no planejamento.  (Conclusões)  O trabalho matemático proposto nas tarefas selecionadas fomenta o uso de representações semióticas e aspectos operacionais dos quartis, mas está desvinculado do desenvolvimento de habilidades disciplinares. Finalmente, reflete-se sobre como ocorre a seleção de tarefas que engajam os alunos e permitem o desenvolvimento das habilidades planejadas pelo futuro professor, considerando o que ele espera desenvolver durante o ensino e motiva a observação dos processos formativos dos professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[espacio de trabajo matemático]]></kwd>
<kwd lng="es"><![CDATA[formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[prácticas formativas]]></kwd>
<kwd lng="es"><![CDATA[desarrollo de habilidades]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[enseñanza y aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Mathematical working space]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[training practices]]></kwd>
<kwd lng="en"><![CDATA[skill development]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[teaching and learning]]></kwd>
<kwd lng="pt"><![CDATA[espaço de trabalho matemático]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[práticas formativas]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento de habilidades]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[ensino e aprendizagem]]></kwd>
</kwd-group>
</article-meta>
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