<?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>S2215-34702024000100392</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.22</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia docente del profesorado de educación primaria en el área de medidas en un contexto de reforma curricular]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching competence of primary school teachers in the area of measurement in a context of curricular reform]]></article-title>
<article-title xml:lang="pt"><![CDATA[Competência docente dos professores do ensino fundamental em medidas de áreas num contexto de reforma curricular]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alpízar-Vargas]]></surname>
<given-names><![CDATA[Marianela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[Ceneida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llinares]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Alicante  ]]></institution>
<addr-line><![CDATA[Alicante ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Alicante  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</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>392</fpage>
<lpage>415</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100392&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100392&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100392&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo) El objetivo es explorar cómo las personas docentes en activo miran profesionalmente los materiales curriculares y el pensamiento matemático del estudiantado en el área de medida.  (Metodología) Las personas participantes fueron 18 docentes en estado activo de educación primaria. Resolvieron un cuestionario formado por 12 ítems con tres focos: (i) interpretar el pensamiento matemático del alumnado, (ii) proponer actividades para apoyar la comprensión del estudiantado y (iii) analizar actividades relacionadas con las referencias del currículo, sobre magnitudes y sus medidas. El análisis se llevó a cabo en dos etapas. En la primera, se identificaron características de la manera en la que el personal docente respondía a cada uno de los ítems y, en la segunda, se agruparon las características según los tres focos para identificar particularidades sobre cómo el grupo docente interpreta el pensamiento matemático del estudiantado y proponían actividades, y cómo analizaban estas usando el currículo  (Resultados) Los resultados indican que las personas docentes presentan dificultades para identificar errores por no considerar el contexto real del problema. Además, aunque fueron capaces de proponer diferentes actividades, tuvieron conflictos cuando se les solicitaba que la actividad se ubicara en un contexto cotidiano. La diferenciación curricular entre habilidad y proceso matemático se mostró difícil para el profesorado en el área de la medida.  (Conclusiones) Las limitaciones presentadas por el profesorado muestran la necesidad de que se desarrollen propuestas de formación continua para docentes de educación primaria en activo donde se fomente el desarrollo competencias docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective) The aim is to explore how in-service teachers professionally view curricular materials and students&#8217; mathematical thinking in the area of measurement.  (Methodology) The participants were 18 in-service primary school teachers, who completed a 12-item questionnaire with three focuses: (i) interpret students&#8217; mathematical thinking, (ii) propose activities to support students&#8217; understanding, and (iii) analyze activities related to curriculum references regarding magnitudes and their measurements. The analysis was conducted in two stages. In the first stage, the characteristics of the responses by in-service teachers to each of the items were identified, and in the second stage those characteristics were grouped according to the three focuses in order to identify any peculiarities on how teachers interpreted students&#8217; mathematical thinking and proposed and analyzed activities using the curriculum.  (Results) Results indicate that teachers have difficulties in identifying errors because they do not consider the real context of the problem. Furthermore, although they were able to propose different activities, they had difficulties when asked to place the activity into an everyday context. The curricular difference between mathematical process and ability proved to be difficult for teachers in the area of measurement.  (Conclusions) Teachers&#8217; limitations show the need to develop continuing education proposals for in-service primary teachers that foster the development of teaching competences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo) O objetivo é explorar como professores ativos veem profissionalmente os materiais curriculares e o pensamento matemático dos alunos em medidas de áreas.  (Metodologia) Participaram 18 professores ativos do ensino fundamental. Eles resolveram um questionário composto por 12 itens com três focos: (i) interpretar o pensamento matemático dos alunos, (ii) propor atividades para apoiar a compreensão dos alunos e (iii) analisar atividades relacionadas às referências curriculares, magnitudes e suas medidas. A análise foi realizada em duas etapas. Na primeira foram identificadas características da forma como o corpo docente respondia a cada um dos itens e, na segunda, as características foram agrupadas de acordo com os três focos para identificar particularidades sobre como o grupo docente interpreta o pensamento matemático dos alunos e propunham atividades, e como as analisavam usando o currículo.  (Resultados) Os resultados indicam que os professores têm dificuldades em identificar erros porque não consideram o contexto real do problema. Além disso, embora conseguissem propor atividades diferentes, tiveram conflitos quando lhes foi pedido que situassem a atividade num contexto quotidiano. A diferenciação curricular entre habilidade e processo matemático mostrou-se difícil para os professores de medidas de áreas.  (Conclusões) As limitações apresentadas pelos professores mostram a necessidade de desenvolver propostas de formação continuada para professores ativos do ensino básico onde o desenvolvimento de competências docentes seja incentivado.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[docentes en activo]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[mirar profesionalmente]]></kwd>
<kwd lng="es"><![CDATA[pensamiento matemático del estudiantado]]></kwd>
<kwd lng="es"><![CDATA[materiales curriculares.]]></kwd>
<kwd lng="en"><![CDATA[in-service teachers]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[view professionally]]></kwd>
<kwd lng="en"><![CDATA[student mathematical thinking]]></kwd>
<kwd lng="en"><![CDATA[curriculum materials]]></kwd>
<kwd lng="pt"><![CDATA[professores ativos]]></kwd>
<kwd lng="pt"><![CDATA[Educação primária]]></kwd>
<kwd lng="pt"><![CDATA[olhar profissionalmente]]></kwd>
<kwd lng="pt"><![CDATA[pensamento matemático dos alunos]]></kwd>
<kwd lng="pt"><![CDATA[materiais curriculares.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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