<?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>S2215-34702024000100081</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento especializado de los profesores de matemáticas en formación inicial sobre el concepto de la demostración matemática]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conhecimento especializado dos professores de matemática em formação inicial sobre o conceito de demonstração matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Specialized Knowledge of Prospective Mathematics Teachers on the Concept of Mathematical Proof]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alfaro-Carvajal]]></surname>
<given-names><![CDATA[Christian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca-Castro]]></surname>
<given-names><![CDATA[Jennifer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Escuela de Matemática ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Escuela de Matemática ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>81</fpage>
<lpage>97</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  En este artículo, se presentan los resultados de una investigación cualitativa de carácter descriptivo que tiene como objetivo caracterizar el conocimiento especializado de los profesores de matemáticas en formación inicial de la Universidad Nacional en Costa Rica (UNA), sobre el concepto de la demostración matemática, mediante el modelo Mathematics Teacher&#8217;s Specialized Knowledge (MTSK).  (Metodología)  La investigación se posiciona en el paradigma interpretativo y tiene un enfoque cualitativo. Se aplicó un cuestionario, durante el primer semestre del 2021, a 42 profesores de matemáticas en formación inicial de cuarto y quinto año de la carrera Bachillerato y Licenciatura en Enseñanza de la Matemática de la Universidad Nacional de Costa Rica. Para examinar la información, se empleó el análisis de contenido y se hicieron agrupaciones de las respuestas, con el propósito de generar ideas centrales sobre el concepto de demostración.  (Resultados)  De los resultados se desprenden cuatro ideas centrales sobre lo que es una demostración matemática para los sujetos de la investigación, cercanas a aspectos formales lógico-sintácticos y matemáticos (ALSM) o aspectos informales semánticos (AIS). Se encontraron evidencias de las cinco funciones de De Villiers (1993) para la demostración y surgieron nuevas funciones relacionadas con esta en las matemáticas y en las matemáticas escolares.  (Conclusiones)  Los resultados brindan insumos a formadores de profesores de matemáticas e investigadores, en la revisión y análisis de programas de formación docente, y contribuyen en la búsqueda de nuevas áreas de investigación relacionadas con el tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Este artigo apresenta os resultados de uma pesquisa qualitativa descritiva que visa caracterizar o conhecimento especializado dos professores de matemática em formação inicial na Universidade Nacional da Costa Rica (UNA), sobre o conceito de prova matemática, utilizando o modelo de Mathematics Teacher&#8217;s Specialized Knowledge (MTSK).  (Metodologia)  A pesquisa está posicionada no paradigma interpretativo e tem uma abordagem qualitativa. Foi administrado um questionário durante o primeiro semestre de 2021 para 42 professores de matemática em formação inicial no quarto e quinto ano do Bacharelado e Bacharelado em Ensino de Matemática na Universidade Nacional da Costa Rica. Para examinar as informações, foi utilizada a análise de conteúdo e as respostas foram agrupadas a fim de gerar ideias centrais sobre o conceito de demonstração.  (Resultados)  A partir dos resultados, quatro ideias centrais sobre o que é uma prova matemática para os sujeitos da pesquisa, próximas aos aspectos formais lógico-sintáticos e matemáticos (ALSM) ou aspectos semânticos informais (AIS), podem ser deduzidas. Foram encontradas evidências para as cinco funções de De Villiers (1993) para a demonstração e surgiram novas funções relacionadas à demonstração em matemática e matemática escolar.  (Conclusões)  Os resultados fornecem contribuições para educadores e pesquisadores em matemática na revisão e análise de programas de formação docente, e contribuem para a busca de novas áreas de pesquisa relacionadas ao tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This paper presents the results of a qualitative, descriptive research study characterizing the knowledge of prospective mathematics teachers at the National University of Costa Rica (UNA) concerning the concept of mathematical proof, using the Mathematics Teacher&#8217;s Specialized Knowledge (MTSK) model.  (Methodology)  This research employed an interpretive paradigm and a qualitative approach. A questionnaire was administered to 42 mathematics teachers in initial training during the first semester of 2021, in the fourth and fifth years of the Bachelor&#8217;s Degree program in Mathematics Teaching at the National University of Costa Rica. Content analysis was utilized to study the answers provided by participants. Groupings of answers were created to generate central ideas about the concept of proof.  (Results)  Based on the results, four central ideas were found about the nature of mathematical proof for the survey participants. These ideas are similar to the formal logical-syntactic and mathematical aspects (LSMA) or informal semantic aspects (ISA). Evidence for the five De Villiers (1993) functions of a proof was found. Moreover, new functions related to them were discovered in mathematics and in school mathematics.  (Conclusions)  The results provide input to trainers of mathematics teachers and researchers for the review and analysis of teacher training programs. Additionally, they contribute to the search for new research areas related to this subject.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conocimiento del profesor de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[demostración matemática]]></kwd>
<kwd lng="es"><![CDATA[concepto de demostración]]></kwd>
<kwd lng="es"><![CDATA[formación inicial de profesores de matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento do professor de matemática]]></kwd>
<kwd lng="pt"><![CDATA[demonstração matemática]]></kwd>
<kwd lng="pt"><![CDATA[conceito de demonstração]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial do professor de matemática]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teacher&#8217;s knowledge]]></kwd>
<kwd lng="en"><![CDATA[mathematical proof]]></kwd>
<kwd lng="en"><![CDATA[concept of proof]]></kwd>
<kwd lng="en"><![CDATA[prospective mathematics teachers]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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