<?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>S2215-34702021000200119</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-2.8</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una aproximación al conocimiento didáctico-matemático de futuros profesores de Educación Básica para enseñar matemáticas elementales]]></article-title>
<article-title xml:lang="en"><![CDATA[An approach to didactic-mathematical knowledge of future Basic Education teachers to teach elementary mathematics]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uma abordagem ao conhecimento didático-matemático de futuros professores de Educação Básica para ensinar matemática elementar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pincheira]]></surname>
<given-names><![CDATA[Nataly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[Belen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Girona Departamento de Didácticas Específicas ]]></institution>
<addr-line><![CDATA[Girona ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Villarrica ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de la República de San Marino Departamento de Didáctica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República San Marino</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>119</fpage>
<lpage>128</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000200119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000200119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000200119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se presenta un análisis global de los resultados obtenidos en un estudio exploratorio sobre el conocimiento didáctico-matemático que poseen futuros profesores de Educación Básica para enseñar matemáticas elementales. Para ello, fueron analizadas las prácticas matemáticas de 157 docentes chilenos en proceso de formación, a partir de la aplicación del cuestionario CDM-Matemáticas Elementales, compuesto por seis ítems de respuesta abierta, que evalúa aspectos parciales e iniciales de dicho conocimiento. Los ítems del cuestionario se fundamentan en los ejes temáticos propuestos por el currículo escolar chileno y tienen una estrecha relación con los contenidos matemáticos de números y operaciones, patrones y álgebra, medición, geometría, datos y probabilidades. Los resultados muestran que el nivel de desempeño obtenido por estos futuros educadores es limitado respecto del conocimiento didáctico-matemático para las distintas categorías que lo componen, al alcanzar una media de las puntuaciones de 24 puntos sobre un total de 42. Así también, los ejes temáticos que presentan mayor dificultad son el de medición, datos y probabilidades. Se concluye que es necesario generar programas de apoyo a la formación del profesorado, con el propósito de abordar de manera exitosa la enseñanza de la matemática elemental en el aula de Educación Básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents a global analysis of the results obtained in an exploratory study about the didactic-mathematical knowledge (CDM) that future Basic Education teachers have in order to teach elementary mathematics. For this purpose, the math practices of 157 Chilean teachers under training were analyzed based on the CDM-Elementary Mathematics questionnaire, which includes six open ended questions to evaluate partial and initial aspects of such knowledge. The questions are based on the thematic areas proposed by the Chilean school curriculum and are closely related to the mathematical content of numbers and operations, patterns and algebra, measurement, geometry, data and probability. Results show that the level of performance obtained by future teachers is limited regarding didactic-mathematical knowledge for the different categories, when reaching an average of 24 points out of a total of 42. In addition, the thematic areas with the greatest difficulty are measurement, data, and probabilities. In conclusion, programs should be created to support teacher training in order to successfully address the teaching of elementary mathematics in the basic education classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresenta-se, neste trabalho, uma análise global dos resultados obtidos em um estudo exploratório sobre o conhecimento didático-matemático que futuros professores de Educação Básica têm para ensinar matemática elementar. Para isso, foram analisadas as práticas matemáticas de 157 docentes chilenos em processo de formação, a partir da aplicação do questionário CDM - Matemática Elementar, composto por seis itens de resposta aberta, que avalia aspectos parciais e iniciais de tal conhecimento. Os itens do questionário baseiam-se nos eixos temáticos propostos pelo currículo escolar chileno e têm uma estreita relação com os conteúdos matemáticos de números e operações, padrões e álgebra, medição, geometria, dados e probabilidades. Os resultados mostram que o nível de desempenho obtido por esses futuros educadores é limitado no tocante ao conhecimento didático-matemático para as distintas categorias que o formam, alcançando uma média da pontuação de 24 pontos de um total de 42. Igualmente, os eixos matemáticos que apresentam maior dificuldade são os de medição, dados e probabilidades. Conclui-se que é preciso gerar programas de apoio à formação do corpo docente, a fim de abordar, com sucesso, o ensino da matemática elementar na sala de Educação Básica.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conocimiento didáctico-matemático]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[enfoque ontosemiótico]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[matemáticas elementales]]></kwd>
<kwd lng="en"><![CDATA[didactic-mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[ontosemiotic approach]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[elementary mathematics]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento didático-matemático]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[educação primária]]></kwd>
<kwd lng="pt"><![CDATA[enfoque ontosemiótico]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[matemática elementar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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