<?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>S2215-34702025000100089</article-id>
<article-id pub-id-type="doi">10.15359/ru.39-1.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Criterios de idoneidad didáctica en la argumentación práctica de formadores de profesores de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic suitability criteria in the practical argumentation of mathematics teacher educators]]></article-title>
<article-title xml:lang="pt"><![CDATA[Critérios de adequação didática na argumentação prática de formadores de professores de matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sol]]></surname>
<given-names><![CDATA[Telesforo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ledezma]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[Vicenç]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona Facultad de Educación Departamento de Educación Lingüística, Científica, y Matemática]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Barcelona Facultad de Educación Departamento de Educación Lingüística, Científica, y Matemática]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Barcelona Facultad de Educación Departamento de Educación Lingüística, Científica, y Matemática]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Barcelona Facultad de Educación Departamento de Educación Lingüística, Científica, y Matemática]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<fpage>89</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702025000100089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702025000100089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702025000100089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo de este estudio fue analizar los argumentos prácticos de un grupo de personas formadoras de docentes de matemática durante la valoración del diseño de una unidad didáctica acerca de funciones para estudiantes de educación secundaria (15-16 años).  (Metodología)  Se siguió una metodología cualitativa que consistió en un estudio de caso intrínseco, donde ocho formadores de docentes de matemática, que conocían el constructo criterios de idoneidad didáctica, participaron en un ciclo de estudio de clases. En la etapa de reflexión de este ciclo, las personas participantes utilizaron este constructo para valorar el diseño de la unidad didáctica (planificación del profesor y dosier para los y las estudiantes). Los argumentos prácticos emergentes se estructuraron con base en el modelo de Toulmin.  (Resultados)  Se destacan tres resultados: primero, la valoración de la unidad didáctica con los componentes de los criterios de idoneidad didáctica permitió identificar los aspectos que favorecían y requerían mejoras en el proceso de enseñanza y aprendizaje de las funciones; segundo, estos componentes se utilizaron como datos, respaldos y garantías en los argumentos prácticos elaborados por las personas participantes, debido a su conocimiento de este constructo, y tercero, utilizaron todos estos componentes para valorar la unidad didáctica y argumentaron sus propuestas de cambio basándose en tales componentes.  (Conclusiones)  El papel de los criterios de idoneidad didáctica en la argumentación práctica de las personas participantes fue de generador de argumentos prácticos y de elemento central en la estructuración de estos argumentos. Finalmente, se proponen algunas consideraciones para futuras implementaciones de ciclos de estudio de clases.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  The objective of this study was to analyze the practical arguments of a group of mathematics teacher educators during the assessment of the design of a didactic unit on functions for secondary education students (ages 15-16).  (Methodology)  A qualitative methodology was employed, consisting of an intrinsic case study that involved eight mathematics teacher educators with knowledge of the Didactic Suitability Criteria construct, who participated in a Lesson Study cycle. In the reflection stage of this cycle, participants used this construct to assess the design of the didactic unit (which included the teacher's planning and the students' dossier). The emerging practical arguments were structured using Toulmin's model.  (Results)  Three results are highlighted. First, the assessment of the didactic unit using the components of the Didactic Suitability Criteria made it possible to identify strengths and areas for improvement within the teaching and learning process of functions. Second, the participants utilized these components as data, backups, and validation in their practical arguments, leveraging their knowledge of this construct. Third, the participants employed all these components to assess the didactic unit and supported their proposals for change based on these components.  (Conclusion)  The Didactic Suitability Criteria played a role as a generator of practical argumentation for the participants and as a central element in structuring these arguments. Finally, some recommendations are proposed for the implementation of future Lesson Study cycles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo deste estudo foi analisar os argumentos práticos de um grupo de formadores de professores de matemática durante a valoração do planejamento de uma unidade didática sobre funções para alunos do ensino médio (15-16 anos).  (Metodologia)  Foi adotada uma metodologia qualitativa, consistindo em um estudo de caso intrínseco, onde oito formadores de professores de matemática, familiarizados com o construto critérios de adequação didática, participaram de um ciclo de estudos de aula. Na etapa de reflexão deste ciclo, os participantes utilizaram este constructo para valorar o desenho da unidade didática (planejamento do professor e dossiê do aluno). Os argumentos práticos emergentes foram estruturados com base no modelo de Toulmin.  (Resultados)  Três resultados se destacam: primeiro, a valoração da unidade didática com os componentes dos critérios de adequação didática permitiu identificar os aspectos que favoreciam e exigiam melhorias no processo de ensino e aprendizagem das funções; segundo, esses componentes foram utilizados como dados, suportes e garantias nos argumentos práticos desenvolvidos pelos participantes, devido ao seu conhecimento desse construto; e terceiro, eles utilizaram todos esses componentes para valorar a unidade didática e argumentaram suas propostas de mudança com base nesses componentes.  (Conclusões)  O papel dos critérios de adequação didática na argumentação prática dos participantes foi o de gerar argumentos práticos e serviu como um elemento central na estruturação desses argumentos. Por fim, são propostas algumas considerações para futuras implementações de ciclos de estudos de aula.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[argumentación práctica]]></kwd>
<kwd lng="es"><![CDATA[criterios de idoneidad didáctica]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[estudio de clases]]></kwd>
<kwd lng="es"><![CDATA[funciones]]></kwd>
<kwd lng="es"><![CDATA[reflexión docente]]></kwd>
<kwd lng="en"><![CDATA[practical argumentation]]></kwd>
<kwd lng="en"><![CDATA[didactic suitability criteria]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[lesson study]]></kwd>
<kwd lng="en"><![CDATA[functions]]></kwd>
<kwd lng="en"><![CDATA[teacher reflection]]></kwd>
<kwd lng="pt"><![CDATA[argumentação prática]]></kwd>
<kwd lng="pt"><![CDATA[critérios de adequação didática]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[estudos de aula]]></kwd>
<kwd lng="pt"><![CDATA[funções]]></kwd>
<kwd lng="pt"><![CDATA[reflexão docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Criterios valorativos y normativos en la Didáctica de las Matemáticas: El caso del constructo idoneidad didáctica]]></article-title>
<source><![CDATA[BOLEMA: Boletim de Educação Matemática]]></source>
<year>2018</year>
<volume>32</volume>
<numero>60</numero>
<issue>60</issue>
<page-range>255-78</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Meta didactic-mathematical knowledge of teachers: Criteria for the reflection and assessment on teaching practice]]></article-title>
<source><![CDATA[Eurasia Journal of Mathematics, Science and Technology Education]]></source>
<year>2017</year>
<volume>13</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1893-918</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Sala-Sebastià]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Inglada]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Cortés]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Richit]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Richit]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Fiorentini]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Introducción a las funciones en 4º año de la Educación Secundaria Obligatoria: Una experiencia basada en el Lesson Study]]></source>
<year>2023</year>
<conf-name><![CDATA[ Atas do II Seminário Internacional de Lesson Study no Ensino da Matemática (II SILSEM)]]></conf-name>
<conf-loc> </conf-loc>
<page-range>189-98</page-range><publisher-name><![CDATA[Editora da Universidade Federal da Fronteira Sul]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[MJ]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Criterios emitidos por futuros maestros de primaria en la valoración de vídeos educativos de matemáticas]]></article-title>
<source><![CDATA[Uniciencia]]></source>
<year>2021</year>
<volume>35</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Manion]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Morrison]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Research Methods in Education]]></source>
<year>2018</year>
<edition>8.ª ed.</edition>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Elliott]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing a science of teaching through lesson study]]></article-title>
<source><![CDATA[International Journal for Lesson and Learning Studies]]></source>
<year>2012</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>108-25</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Erbilgin]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Arikan]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lesson study to support preservice elementary teachers' learning to teach mathematics]]></article-title>
<source><![CDATA[Mathematics Teacher Education and Development]]></source>
<year>2021</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>113-34</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fenstermacher]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Richardson]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The elicitation and reconstruction of practical arguments in teaching]]></article-title>
<source><![CDATA[Journal of Curriculum Studies]]></source>
<year>1993</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>101-14</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Yoshida]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning]]></source>
<year>2004</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Calle]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Uso de los criterios de idoneidad didáctica y la metodología lesson study en la formación del profesorado de matemáticas de España y Ecuador]]></article-title>
<source><![CDATA[PARADIGMA]]></source>
<year>2023</year>
<volume>44</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>376-97</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[JD]]></given-names>
</name>
<name>
<surname><![CDATA[Gallardo]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The emergence of objects from mathematical practices]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2013</year>
<volume>82</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>97-124</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fourés]]></surname>
<given-names><![CDATA[CI]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflexión docente y metacognición. Una mirada sobre la formación de formadores]]></article-title>
<source><![CDATA[Zona Próxima]]></source>
<year>2011</year>
<volume>14</volume>
<page-range>150-9</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Franzen]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[O Estudo de Aula no contexto da formação de professores na Educação Popular: uma análise a partir dos Critérios de Idoneidade Didática]]></source>
<year>2022</year>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[JD]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Indicadores de la idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas]]></article-title>
<source><![CDATA[Cuadernos de Investigación y Formación en Educación Matemática]]></source>
<year>2013</year>
<volume>8</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>111-32</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[JD]]></given-names>
</name>
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The onto-semiotic approach to research in mathematics education]]></article-title>
<source><![CDATA[ZDM-Mathematics Education]]></source>
<year>2007</year>
<volume>39</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>127-35</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[JD]]></given-names>
</name>
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Onto-Semiotic Approach: Implications for the prescriptive character of didactics]]></article-title>
<source><![CDATA[For the Learning of Mathematics]]></source>
<year>2019</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>38-43</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Qué es la argumentación práctica?]]></article-title>
<source><![CDATA[Revista Co-herencia]]></source>
<year>2017</year>
<volume>14</volume>
<numero>27</numero>
<issue>27</issue>
<page-range>215-43</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hart]]></surname>
<given-names><![CDATA[LC]]></given-names>
</name>
<name>
<surname><![CDATA[Alston]]></surname>
<given-names><![CDATA[AS]]></given-names>
</name>
<name>
<surname><![CDATA[Murata]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Lesson Study Research and Practice in Mathematics Education: Learning Together]]></source>
<year>2011</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Huang]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Takahashi]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[da Ponte]]></surname>
<given-names><![CDATA[JP]]></given-names>
</name>
</person-group>
<source><![CDATA[Theory and Practice of Lesson Study in Mathematics: An International Perspective]]></source>
<year>2019</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hummes]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Richit]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[da Ponte]]></surname>
<given-names><![CDATA[JP]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[ES]]></given-names>
</name>
</person-group>
<source><![CDATA[Critérios de adequação didática implícitos na reflexão de professores quando planejam, implementam e redesenham uma aula em uma experiência de Lesson Study]]></source>
<year>2022</year>
<conf-name><![CDATA[ Lesson Study na Formação Inicial e Continuada de Professores]]></conf-name>
<conf-loc> </conf-loc>
<page-range>53-88</page-range><publisher-name><![CDATA[Livraria da Física]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kinach]]></surname>
<given-names><![CDATA[B.M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding and learning-to-explain by representing mathematics: Epistemological dilemmas facing teacher educators in the secondary mathematics ''methods'' course]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2002</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>153-86</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ledezma]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Hidalgo-Moncada]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflexiones de futuros profesores sobre la implementación de la modelización matemática en el retorno a la enseñanza presencial]]></article-title>
<source><![CDATA[BOLEMA: Boletim de Educação Matemática]]></source>
<year>2024</year>
<volume>38</volume>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lewi&#324;ski]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Practical argumentation in the making: Discursive construction of reasons for action]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Oswald]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Herman]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Jacquin]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Argumentation and Language-Linguistic, Cognitive and Discursive Explorations]]></source>
<year>2018</year>
<page-range>219-41</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lewis]]></surname>
<given-names><![CDATA[C.C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Lesson Study: A Handbook of Teacher-Led Instructional Change]]></source>
<year>2002</year>
<publisher-name><![CDATA[Research for Better Schools]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lim-Ratnam]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lesson Study Step by Step: How Teacher Learning Communities Improve Instruction]]></article-title>
<source><![CDATA[International Journal for Lesson and Learning Studies]]></source>
<year>2013</year>
<volume>2</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>304-6</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[O]]></given-names>
</name>
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Samper]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Racionalidad del formador de profesores de matemáticas subyacente en el diseño de tareas sobre argumentación]]></article-title>
<source><![CDATA[Investigación en Educación Matemática XXVI]]></source>
<year>2023</year>
<page-range>379-86</page-range><publisher-name><![CDATA[SEIEM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<collab>National Council of Teachers of Mathematics</collab>
<source><![CDATA[Principles and Standards for School Mathematics]]></source>
<year>2000</year>
<publisher-name><![CDATA[Autor]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richit]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[da Ponte]]></surname>
<given-names><![CDATA[J.P.]]></given-names>
</name>
<name>
<surname><![CDATA[Quaresma]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprendizagens profissionais de professores evidenciadas em pesquisas sobre estudos de aula]]></article-title>
<source><![CDATA[BOLEMA: Boletim de Educação Matemática]]></source>
<year>2021</year>
<volume>35</volume>
<numero>70</numero>
<issue>70</issue>
<page-range>1107-37</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Significance of creativity and its development in mathematics classes for preservice teachers who are not trained to develop students' creativity]]></article-title>
<source><![CDATA[Mathematics Education Research Journal]]></source>
<year>2022</year>
<volume>34</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>863-85</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schoenfeld]]></surname>
<given-names><![CDATA[A.H.]]></given-names>
</name>
<name>
<surname><![CDATA[Kilpatrick]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Towards a theory of proficiency in teaching mathematics]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Tirosh]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Woods]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[The International Handbook of Mathematics Teacher Education Vol. 2: Tools and Processes in Mathematics Teacher Education]]></source>
<year>2008</year>
<page-range>321-54</page-range><publisher-name><![CDATA[Sense Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schön]]></surname>
<given-names><![CDATA[D.A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions]]></source>
<year>1987</year>
<publisher-name><![CDATA[Jossey-Bass Publishers]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sol]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Sala-Sebastià]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Argumentación práctica sobre ambigüedades en la valoración del diseño de una unidad didáctica sobre funciones]]></article-title>
<source><![CDATA[Investigación en Educación Matemática XXVII]]></source>
<year>2024</year>
<page-range>497-504</page-range><publisher-name><![CDATA[SEIEM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sol]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Richit]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Sala-Sebastià]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Didactic suitability criteria that emerge in the future teachers' practical argumentation]]></article-title>
<source><![CDATA[Zetetiké]]></source>
<year>2024</year>
<volume>32</volume>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sol]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Sala-Sebastià]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Criterios de idoneidad didáctica en la argumentación práctica docente al seleccionar problemas para introducir el tema de función]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Jiménez-Gestal]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Magreñán]]></surname>
<given-names><![CDATA[Á.]]></given-names>
</name>
<name>
<surname><![CDATA[Badillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Ivars]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación en Educación Matemática XXVI]]></source>
<year>2023</year>
<page-range>515-22</page-range><publisher-name><![CDATA[SEIEM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sol]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Ledezma]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers' Practical Argumentation on the Teaching of the Pythagorean Theorem]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2025</year>
<page-range>1-25</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sol]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Lujambio]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Lara]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflexión docente sobre la enseñanza de la introducción a la derivada en un proceso de instrucción]]></article-title>
<source><![CDATA[Actas del Primer Congreso Internacional de Didáctica de la Matemática]]></source>
<year>2023</year>
<page-range>197-205</page-range><publisher-name><![CDATA[Universidad de Los Lagos]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sol]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Didactic suitability criteria in teachers' practical argumentation in the phase of design of a lesson study cycle about functions]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ayalon]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Koichu]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Leikin]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Rubel]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Tabach]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education]]></source>
<year>2023</year>
<volume>4</volume>
<page-range>227-34</page-range><publisher-name><![CDATA[PME]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sol]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Hummes]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis de la reflexión de futuros profesores de matemáticas sobre los errores que cometen en su práctica docente]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Blanco]]></surname>
<given-names><![CDATA[T. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Núñez-García]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Cañadas]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[González-Calero]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación en Educación Matemática XXV]]></source>
<year>2022</year>
<page-range>549-57</page-range><publisher-name><![CDATA[SEIEM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stake]]></surname>
<given-names><![CDATA[R.E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Qualitative case studies]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Denzin]]></surname>
<given-names><![CDATA[N.K.]]></given-names>
</name>
<name>
<surname><![CDATA[Lincoln]]></surname>
<given-names><![CDATA[Y.S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The SAGE Handbook of Qualitative Research]]></source>
<year>2005</year>
<edition>3rd ed</edition>
<page-range>443-6</page-range><publisher-name><![CDATA[Sage Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toulmin]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[The Uses of Argument]]></source>
<year>2003</year>
<edition>2nd ed</edition>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
