<?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>S2215-34702021000200144</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-2.10</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Knowledge of preservice elementary teachers on fractions]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conhecimento sobre frações de docentes do ensino fundamental em formação]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimiento sobre fracciones de docentes de primaria en formación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Rodríguez]]></surname>
<given-names><![CDATA[Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rico]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Granada Department of Mathematics Didactics Faculty of Education Sciences]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Granada Department of Mathematics Didactics Faculty of Education Sciences]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</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>144</fpage>
<lpage>160</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000200144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000200144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000200144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, we studied the knowledge on didactic contents reflected by future elementary teachers when answering questions related to teaching and learning fractions. Following a qualitative methodology, specifically a case study, 9 senior pre-service elementary teachers were interviewed using a structured approach. The topic was presented to the subjects using a narrative they had previously written on how to initiate the concept of fractions with school children. After reading it, they were asked questions regarding task design, learning objectives, and mistakes and difficulties. Results identified two trends in the participants&#8217; knowledge: a procedural or technical trend in which the stated knowledge emphasizes procedures, processes, or action modes, and a conceptual or cognitive trend in which the stated knowledge emphasizes the functional understanding of fractions and their relationships. As a conclusion, it is essential that initial teacher training emphasizes mathematical as well as didactic contents.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste trabalho aprofundamos no conhecimento sobre conteúdos didáticos que futuros docentes do ensino fundamental põem em jogo ao responder preguntas relacionadas com o ensino e a aprendizagem do conceito de fração. Executamos uma metodologia qualitativa, especificamente um estudo de casos. Realizamos entrevistas estruturadas com 9 estudantes para docentes do ensino fundamental que estavam finalizando seus estudos universitários. Para isso, introduzimos os sujetos no tema mediante uma narração que eles mesmos tinham feito anteriormente sobre como introduzir o conceito de fração com os estudantes. Depois da leitura, expusemos perguntas relacionadas com o desenho de tarefas, objetivos de aprendizagem, e erros e dificuldades. Nos resultados, identificamos duas tendências no conhecimento manifestado pelos sujeitos participantes. Na primeira delas é uma tendência procedimental ou técnica na qual o conhecimento manifestado enfatiza realizar procedimentos, processos ou modos de atuação. Na segunda das tendências, conceitual ou cognitiva, o conhecimento manifestado destaca a compreensão funcional das frações e suas relações. Concluimos que é fundamental que a formação inicial de docentes reforce tanto em conteúdos matemáticos quanto em conteúdos didáticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo profundizamos en el conocimiento sobre contenidos didácticos que futuro profesorado de primaria pone en juego al responder preguntas relativas a la enseñanza y el aprendizaje del concepto de fracción. Llevamos a cabo una metodología cualitativa, específicamente un estudio de casos. Realizamos entrevistas estructuradas a 9 estudiantes para docentes de primaria que estaban finalizando sus estudios universitarios. Para ello, introdujimos a los sujetos en el tema a través de una narración que ellos mismos habían realizado anteriormente sobre cómo iniciar a escolares en el concepto de fracción. Tras su lectura, planteamos preguntas relativas al diseño de tareas, objetivos de aprendizaje, y errores y dificultades. En los resultados identificamos dos tendencias en el conocimiento manifestado por los sujetos participantes. La primera de ellas es una tendencia procedimental o técnica en la que el conocimiento manifestado hace hincapié en llevar a cabo procedimientos, procesos o modos de actuación. En la segunda de las tendencias, conceptual o cognitiva, el conocimiento manifestado pone el énfasis en la comprensión funcional de las fracciones y sus relaciones. Concluimos que es fundamental que la formación inicial de profesorado haga hincapié tanto en contenidos matemáticos como en contenidos didácticos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Didactic analysis]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical content knowledge]]></kwd>
<kwd lng="en"><![CDATA[Didactic content]]></kwd>
<kwd lng="en"><![CDATA[Preservice teacher training]]></kwd>
<kwd lng="en"><![CDATA[Fractions]]></kwd>
<kwd lng="en"><![CDATA[Mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="pt"><![CDATA[Análise didáctica]]></kwd>
<kwd lng="pt"><![CDATA[Conteúdos didáticos]]></kwd>
<kwd lng="pt"><![CDATA[Formação de docentes]]></kwd>
<kwd lng="pt"><![CDATA[Frações]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento matemático]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática.]]></kwd>
<kwd lng="es"><![CDATA[Análisis didáctico]]></kwd>
<kwd lng="es"><![CDATA[contenidos didácticos]]></kwd>
<kwd lng="es"><![CDATA[formación de profesorado]]></kwd>
<kwd lng="es"><![CDATA[fracciones]]></kwd>
<kwd lng="es"><![CDATA[conocimiento matemático]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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