<?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>S2215-34702023000100193</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.11</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento especializado del profesor de matemáticas al analizar una secuencia de suma de fracciones]]></article-title>
<article-title xml:lang="en"><![CDATA[Specialized knowledge of the mathematics teacher when analyzing a sequence of addition of fractions]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conhecimento especializado do professor de matemática ao analisar uma sequência de soma de frações]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meléndez-Cruz]]></surname>
<given-names><![CDATA[Julián Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores-Medrano]]></surname>
<given-names><![CDATA[Eric]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Rebollar]]></surname>
<given-names><![CDATA[Lidia Aurora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[Puebla ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Complutense de Madrid  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla  ]]></institution>
<addr-line><![CDATA[Puebla ]]></addr-line>
<country>Mexico</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>193</fpage>
<lpage>211</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100193&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  En este trabajo se identifica y caracteriza el conocimiento especializado de tres profesores del área de matemáticas al analizar una secuencia de actividades, cuyo propósito es la enseñanza de la suma de fracciones empleando las Regletas de Cuisenaire.  (Metodología)  Se optó por un estudio cualitativo bajo un paradigma interpretativo, la intervención con los docentes se realizó durante cinco sesiones. Como instrumentos para la recolección de información se utilizaron entrevistas semiestructuradas, una secuencia de actividades y las Regletas de Cuisenaire en presentación digital. Para realizar la caracterización de los conocimientos se hizo uso del modelo del conocimiento especializado del profesor de matemáticas desarrollado por Carrillo y colaboradores. Tal modelo permite identificar el conocimiento que moviliza el docente de matemáticas en el campo de la enseñanza, así mismo permite organizarlo, clasificarlo y caracterizarlo.  (Resultados)  Desde los resultados de la investigación se obtuvo un mayor predominio en algunos de los subdominios que conforman el modelo, en particular, se encontró mayor influencia en el conocimiento de los temas y el conocimiento de las características del aprendizaje de las matemáticas.  (Conclusiones)  Finalmente, las reflexiones obtenidas en el estudio muestran la importancia de identificar los conocimientos que movilizan los docentes al momento de pensarse un proceso de instrucción, pues estos podrían ayudar a otros profesores a mejorar o reflexionar sobre sus prácticas de enseñanza y aprendizaje de las matemáticas, en este caso particular, el estudio de las fracciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective) This paper is intended to identify and characterize the specialized knowledge of three mathematics teachers through the analysis of a sequence of activities intended to teach the sum of fractions using Cuisenaire Rulers.  (Methodology)  A qualitative study using an interpretative paradigm was designed, and an intervention with the teachers was carried out during five sessions. Semi-structured interviews, a sequence of activities and Cuisenaire Rulers presented digitally were used as instruments for information collection. A model of specialized knowledge of the mathematics teacher developed by Carrillo and collaborators was used to characterize knowledge. This model makes it possible to identify the knowledge used by teachers in the field of mathematics, and to organize, classify and characterize it.  (Results)  The results of the investigation show a predominance of some of the subdomains that make up the model; in particular, a greater influence of knowledge of the topics and characteristics of learning mathematics.  (Conclusions)  Insights obtained during the investigation show the importance of identifying the knowledge that teachers make use of when thinking about an educational process, since this knowledge could help other teachers to improve or reflect on their teaching and learning practices in mathematics - in this particular case, in the study of fractions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Neste artigo é identificado e caracterizado o conhecimento especializado de três professores de matemática por meio da análise de uma sequência de atividades, cujo objetivo é ensinar a soma de frações usando a Escala Cuisenaire.  (Metodologia)  Optou-se por um estudo qualitativo sob um paradigma interpretativo; a intervenção com os professores foi realizada durante cinco sessões. Como instrumentos de coleta de informações foram utilizadas entrevistas semiestruturadas, uma sequência de atividades e a Escala Cuisenaire em apresentação digital. Para caracterizar o conhecimento, foi utilizado o modelo de conhecimento especializado do professor de matemática desenvolvido por Carrillo e colaboradores. Tal modelo permite identificar o conhecimento que o professor de matemática mobiliza no campo da educação, assim como permite organizá-lo, classificá-lo e caracterizá-lo.  (Resultados)  Dos resultados da pesquisa, obteve-se uma maior predominância em alguns dos subdomínios que compõem o modelo, em particular, uma maior influência foi encontrada no conhecimento dos tópicos e no conhecimento das características da aprendizagem da matemática.  (Conclusões)  Finalmente, as reflexões obtidas no estudo mostram a importância de identificar os conhecimentos que os professores mobilizam ao pensar em um processo instrucional, pois podem ajudar outros professores a melhorar ou refletir sobre suas práticas de ensino e aprendizagem da matemática, neste caso particular, o estudo das frações.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento del profesor]]></kwd>
<kwd lng="es"><![CDATA[fracciones]]></kwd>
<kwd lng="es"><![CDATA[Regletas de Cuisenaire]]></kwd>
<kwd lng="en"><![CDATA[Teacher's knowledge]]></kwd>
<kwd lng="en"><![CDATA[fractions]]></kwd>
<kwd lng="en"><![CDATA[Cuisenaire's Rulers]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento do professor]]></kwd>
<kwd lng="pt"><![CDATA[frações]]></kwd>
<kwd lng="pt"><![CDATA[Escala Cuisenaire.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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