<?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>S2215-34702023000100497</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.27</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza exploratoria de la geometría con software de geometría dinámica y el aprendizaje del profesorado de matemáticas: Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploratory teaching of geometry using dynamic geometry software and learning of mathematics teachers: A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ensino exploratório da geometria com software de geometria dinâmica e a aprendizagem de professores de matemática: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Araujo]]></surname>
<given-names><![CDATA[Rafael Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pazuch]]></surname>
<given-names><![CDATA[Vinícius]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC Asociación Aprender en Red ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC Centro de Matemática, Computação e Cognição ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>497</fpage>
<lpage>518</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100497&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100497&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100497&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo):  Este artículo analiza la bibliografía relacionada con la investigación de los procesos de formación continua de profesorado de matemáticas, que asume como objeto el aprendizaje docente, el estudio de prácticas de enseñanza exploratoria o los vínculos entre el uso de software de geometría dinámica (SGD) y la formación profesional.  (Metodología):  Se realizó una metaetnografía de 18 estudios publicados en el período 2001-2021, localizados mediante búsquedas en bases de datos y revistas de educación matemática. El análisis siguió tres etapas: producción de síntesis interpretativas de cada estudio; elaboración de síntesis integradoras, mediante el reconocimiento de convergencias y divergencias, y producción de síntesis finales.  (Resultados):  En líneas generales, la revisión revela que: (a) la concepción de aprendizaje docente predominante es aquella relacionada con la participación de profesorado en comunidades de práctica; (b) la enseñanza exploratoria es compatible con el uso de SGD, y su promoción en procesos formativos suele tener en cuenta el diálogo entre actividades teóricas y prácticas; y (c) el profesorado que comienza a integrar SGD en el aula tiende a desaprovechar las potencialidades de este artefacto para la enseñanza, debido al surgimiento de situaciones contingentes en el transcurso de la clase o a sus convicciones acerca del uso pedagógico de tecnologías digitales.  (Conclusiones):  Entre las conclusiones, se tiene que la integración de SGD en el aula puede lograrse significativamente a través de la toma de conciencia progresiva y crítica del profesorado, sobre los saberes pedagógicos que están detrás de la enseñanza exploratoria en tanto práctica docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective):  This article analyzes the literature related to research on continuing training processes of mathematics teachers, whose objectives are teacher learning, the study of exploratory teaching, or the links between the use of dynamic geometry software (DGS) and professional education.  (Methodology):  A metaethnography of 18 studies published in the period 2001-2021, encountered through searches in databases and mathematics education journals, was carried out. The analysis consisted of three stages: interpretative syntheses of each study; integrative syntheses, based on the recognition of convergences and divergences; and a final synthesis.  (Results):  In general terms, the review revealed that: (a) the predominant conception of teacher learning is related to participation of teachers in communities of practice; (b) exploratory teaching is compatible with the use of DGS, and its promotion in educational processes usually takes into account the interaction between theoretical and practical activities; and (c) teachers who begin to incorporate DGS into classroom activities may fail to take full advantage of the potential of this instrument for teaching, due to the emergence of unexpected situations during the class, or because of their convictions about th e pedagogical use of digital technologies.  (Conclusions):  Among the most important conclusions, it is clear that incorporation of DGS in the classroom can be successfully achieved through teachers' progressive and critical awareness of the pedagogical knowledge that supports exploratory teaching as an educational practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo):  Este artigo analisa a literatura relacionada à pesquisa sobre os processos de formação continuada de professores de matemática, que tem como objeto a aprendizagem do professor, o estudo de práticas de ensino exploratório ou as ligações entre o uso de software de geometria dinâmica (SGD) e a formação profissional.  (Metodologia):  Foi realizada uma metaetnografia de 18 estudos publicados no período de 2001 a 2021, localizados por meio de buscas em bancos de dados e revistas de educação matemática. A análise seguiu três etapas: produção de sínteses interpretativas de cada estudo; elaboração de sínteses integrativas, por meio do reconhecimento de convergências e divergências; e produção de sínteses finais.  (Resultados):  Em geral, a revisão revela que: (a) a concepção predominante de aprendizagem docente é aquela relacionada à participação dos professores em comunidades de prática; (b) o ensino exploratório é compatível com o uso de SGD, e sua promoção em processos de formação costuma levar em conta o diálogo entre atividades teóricas e práticas; e (c) os professores que começam a integrar SGD em sala de aula tendem a perder o potencial desse artefato para o ensino, devido ao surgimento de situações contingentes no decorrer da aula ou às suas convicções sobre o uso pedagógico das tecnologias digitais.  (Conclusões):  Entre as conclusões, a integração do SGD na sala de aula pode ser significativamente alcanç ada por meio da conscientização progressiva e crítica dos professores sobre o conhecimento pedagógico por trás do ensino exploratório como prática de ensino.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[comunidades de práctica]]></kwd>
<kwd lng="es"><![CDATA[metaetnografía]]></kwd>
<kwd lng="es"><![CDATA[software de geometría dinámica]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[mathematics teachers education]]></kwd>
<kwd lng="en"><![CDATA[communities of practice]]></kwd>
<kwd lng="en"><![CDATA[metaethnography]]></kwd>
<kwd lng="en"><![CDATA[dynamic geometry software]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores de matemática]]></kwd>
<kwd lng="pt"><![CDATA[comunidades de prática]]></kwd>
<kwd lng="pt"><![CDATA[metaetnografia]]></kwd>
<kwd lng="pt"><![CDATA[software de geometria dinâmica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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