<?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>S2215-34702021000200176</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-2.12</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias de profesores en formación en matemáticas al transformar las representaciones de una función]]></article-title>
<article-title xml:lang="en"><![CDATA[Competencies of pre-service mathematics teachers when transforming the representations of a function]]></article-title>
<article-title xml:lang="pt"><![CDATA[Competências de docentes em formação em matemática ao transformar as representações de uma função]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[De Armas]]></surname>
<given-names><![CDATA[Tulio Amaya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castellanos]]></surname>
<given-names><![CDATA[Arjuna Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[Luis Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Institución Educativa Madre Amalia de Sincelejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Institución Educativa la Milagrosa de Bello  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Los Lagos Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</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>176</fpage>
<lpage>196</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000200176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000200176&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000200176&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se tuvo como objetivo analizar las competencias de futuros profesores de pedagogía en enseñanza media en matemáticas, al hacer transformaciones de las representaciones de una función. La información se recogió en el segundo semestre de 2019 y se procesó utilizando la técnica análisis de contenido. Es un trabajo cualitativo, donde se interactuó con docentes en formación, mientras resolvían situaciones problema que involucraban funciones y preparaban una clase, que luego simulaban ante su grupo de clase y su docente. La muestra la constituyeron 36 sujetos estudiantes del profesorado en matemáticas de una universidad chilena. Los resultados muestran que lograron producir múltiples formas de representación de las relaciones funcionales analizadas, lo que facilitaba el análisis y establecimiento de conexiones con elementos del contexto sociocultural, pero una parte del grupo presentó dificultades con la fluidez perceptual, lo que impidió establecer conexiones entre ellas. Fueron modificando los significados parciales de la función, articuladamente, hasta ubicarse en uno de ellos, desde donde produjeron y articularon sus múltiples representaciones. Se concluye sobre la necesidad de implementar procesos de intervención que lleven a los futuros profesores a hacer análisis más integrales de las funciones, que le faciliten hacer un uso operativo de sus conocimientos, para minimizar las dificultades de aprendizaje en sus estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aimed to analyze the competencies of pre-service secondary school mathematics teachers when transforming the representations of a function. The information was collected during the second half of 2019 and was processed using the content analysis technique. For this qualitative study, researchers interacted with pre-service teachers while they solved problems involving functions and prepared a class that they later simulated before their professor and classmates. The sample included 36 students from the Mathematics Education Program of a Chilean university. Results show that pre-service teachers were able to produce multiple ways of representations of the analyzed functional relationships, which facilitated the analysis and establishment of connections with sociocultural elements. However, some participants faced difficulties with perceptual fluency, which prevented them from establishing connections. The partial meanings of the functions were articulately modified until they became one, in which time multiple representations were produced and articulated. In conclusion, interventional processes should be implemented to help future teachers make more comprehensive analyzes of functions and have an operational use of their knowledge, in order to minimize learning difficulties in students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho teve como objetivo analisar as competências de futuros professores de pedagogia no ensino médio em matemática, ao fazer transformações das representações de uma função. A informação foi coletada no segundo semestre de 2019 e processada com o uso do método de análise de conteúdo. É um trabalho qualitativo, no qual houve uma interação com docentes em formação, enquanto resolviam situações problema que envolviam funções e preparavam uma aula, que logo simulavam diante de seu grupo da sala e de seu docente. A amostra esteve composta de 36 sujeitos estudantes da faculdade de matemática de uma universidade chilena, com os quais interagiram na preparação e na simulação de uma aula sobre a noção função. Os resultados mostram que conseguiram produzir múltiplas formas de representação das relações funcionais analisadas, o que facilitava a análise e o estabelecimento de conexões com elementos do contexto sociocultural, porém uma parte do grupo apresentou dificuldades com a fluidez perceptual, impedindo estabelecer conexões entre elas. Foram modificando os significados parciais da função, articuladamente, até localizar-se em um deles, desde onde produziram e articularam suas múltiplas representações. Conclui-se sobre a necessidade de implementar processos de intervenção que guie os futuros professores a fazer análises mais integrais das funções, o que facilita fazer um uso operativo de seus conhecimentos e, assim, minimizar as dificuldades de aprendizagem em seus estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[profesores en formación]]></kwd>
<kwd lng="es"><![CDATA[funciones]]></kwd>
<kwd lng="es"><![CDATA[registros semióticos]]></kwd>
<kwd lng="es"><![CDATA[significados parciales de las funciones]]></kwd>
<kwd lng="es"><![CDATA[representaciones semióticas]]></kwd>
<kwd lng="es"><![CDATA[educación matemática.]]></kwd>
<kwd lng="en"><![CDATA[pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[function]]></kwd>
<kwd lng="en"><![CDATA[registers of semiotic representation]]></kwd>
<kwd lng="en"><![CDATA[partial meanings of functions]]></kwd>
<kwd lng="en"><![CDATA[semiotic representations]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education.]]></kwd>
<kwd lng="pt"><![CDATA[docentes em formação]]></kwd>
<kwd lng="pt"><![CDATA[função]]></kwd>
<kwd lng="pt"><![CDATA[registros semióticos]]></kwd>
<kwd lng="pt"><![CDATA[significados parciais das funções]]></kwd>
<kwd lng="pt"><![CDATA[representações semióticas]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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