<?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>S2215-34702025000100254</article-id>
<article-id pub-id-type="doi">10.15359/ru.39-1.15</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[It is not the hand that writes, but the thought: Gestures of prospectivemathematics teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[No es la mano la que escribe, sino el pensamiento: Gestos de los futuros profesores de matemáticas]]></article-title>
<article-title xml:lang="pt"><![CDATA[Não são as mãos que escrevem, mas o pensamento: Gestos e perspectivas dos professores de matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira de Lima]]></surname>
<given-names><![CDATA[André]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barcelos Amaral]]></surname>
<given-names><![CDATA[Rúbia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farsani,]]></surname>
<given-names><![CDATA[Danyal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Municipal Maria Bezerra da Silva  ]]></institution>
<addr-line><![CDATA[Monteiro-PB ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[Rio Claro ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Norwegian University of Science and Technology  ]]></institution>
<addr-line><![CDATA[Trondheim ]]></addr-line>
<country>Brasil</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>254</fpage>
<lpage>275</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702025000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702025000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702025000100254&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this text, four examples of gestures produced and arising from an investigation with mathematics undergraduate students are presented. Gesticulations were used to convey the concepts of point, line, and plane in conversations about the spatial geometry of position. (Objective) Thus, we aim to share an analysis of the gestures produced by prospective mathematics teachers to indicate the primitive entities of geometry.  (Methodology)  The data come from a research study involving students aged between 19 and 23 years as participants at a public university in the state of São Paulo, Brazil. This research is qualitative. The analysis of the gestures, as well as their possible meanings, was conducted through an attentive and detailed examination of the video recordings of the two meetings held for each of the six pairs of undergraduates, facilitated by teaching experiments.  (Results)  As a result, we noticed that the same geometric notion was communicated through identical gestures at different times. It was also found, in line with the assumed theoretical framework, that gestures are an integral part of the discourse. Finally, we verified the presence of three gestures produced sequentially, one after the other, to indicate notions of point, line, and plane.  (Conclusions)  These considerations are relevant and show the power of gestures in the sense that they can provide clues to how students are expressing and/or learning concepts of greater complexity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se presentan cuatro ejemplos de gestos producidos y emergentes de una investigación con estudiantes de licenciatura en matemáticas. Las gesticulaciones se emplearon para comunicar las ideas de punto, línea y plano, en situaciones de diálogo, sobre contenidos de Geometría Espacial de Posición.  (Objetivo)  El propósito es compartir un análisis de los gestos producidos por futuros profesores de matemáticas para señalar las entidades primitivas de la geometría.  (Metodología)  Los datos provienen de una investigación de carácter cualitativo, cuyos participantes fueron estudiantes de entre 19 y 23 años de edad, pertenecientes a una universidad pública ubicada en el estado de São Paulo, Brasil. El análisis de los gestos, así como de sus posibles significados, se realizó a partir de una observación minuciosa de las grabaciones, en video, de dos encuentros desarrollados con cada una de las seis parejas de estudiantes, en el marco de experimentos de enseñanza.  (Resultados)  Se identificó que una misma noción geométrica fue comunicada mediante gestos idénticos en distintos momentos. Asimismo, se constató, en consonancia con el marco teórico adoptado, que los gestos constituyen una parte integral del discurso. Finalmente, se registró la presencia de tres gestos producidos, de forma secuencial, uno tras otro, para representar las nociones de punto, línea y plano.  (Conclusiones)  Estas consideraciones son relevantes y evidencian el potencial de los gestos para ofrecer indicios sobre cómo los estudiantes expresan y aprenden conceptos de mayor complejidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta quatro exemplos de gestos produzidos e resultantes de pesquisas com alunos de graduação em matemática. Os gestos foram usados para comunicar as ideias de ponto, linha e plano em situações de diálogo sobre o conteúdo de Geometria de Posição Espacial.  (Objetivo)  O objetivo é compartilhar uma análise dos gestos produzidos por futuros professores de matemática para apontar as entidades primitivas da geometria.  (Metodologia)  Os dados são provenientes de uma pesquisa qualitativa, cujos participantes foram alunos com idade entre 19 e 23 anos, pertencentes a uma universidade pública localizada no estado de São Paulo, Brasil. A análise dos gestos, bem como de seus possíveis significados, baseou-se em uma observação minuciosa das gravações em vídeo de dois encontros com cada uma das seis duplas de alunos, no âmbito de experimentos de ensino.  (Resultados)  Verificou-se que a mesma noção geométrica foi comunicada por gestos idênticos em momentos diferentes. Também foi constatado, de acordo com o referencial teórico adotado, que os gestos são parte integrante do discurso. Por fim, foi registrada a presença de três gestos produzidos sequencialmente, um após o outro, para representar as noções de ponto, linha e plano.  (Conclusões ) Essas considerações são relevantes e mostram o potencial dos gestos para fornecer indícios sobre como os alunos expressam e/ou aprendem conceitos mais complexos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[meanings of gestures]]></kwd>
<kwd lng="en"><![CDATA[primitive entities of geometry]]></kwd>
<kwd lng="en"><![CDATA[spatial geometry]]></kwd>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[entidades primitivas de la geometría]]></kwd>
<kwd lng="es"><![CDATA[geometría espacial]]></kwd>
<kwd lng="es"><![CDATA[significados de los gestos]]></kwd>
<kwd lng="pt"><![CDATA[Entidades primitivas da geometria]]></kwd>
<kwd lng="pt"><![CDATA[significados dos gestos]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[geometria espacial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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