<?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>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742021000400108</article-id>
<article-id pub-id-type="doi">10.25749/sis.21772</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Elaboração de Trajetórias Hipotéticas de Aprendizagem como Oportunidade para a Formação Continuada de Professores que Ensinam Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Elaboration of Hypothetical Learning Trajectories as an Opportunity for the Mathematics Teacher Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Elaboración de las Trayectorias Hipotéticas de Aprendizaje como Oportunidad para la Formación de Profesores de Matemáticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Pamela Emanueli Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[João Ricardo Viola dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossetto]]></surname>
<given-names><![CDATA[Hallynnee Hellenn Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Matemática Centro de Ciências Exatas]]></institution>
<addr-line><![CDATA[Londrina ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Mato Grosso do Sul Instituto de Matemática ]]></institution>
<addr-line><![CDATA[ Campo Grande]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Matemática GEPEMA - Grupo de Estudos e Pesquisa em Educação Matemática e Avaliação]]></institution>
<addr-line><![CDATA[Londrina ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>108</fpage>
<lpage>133</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742021000400108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742021000400108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742021000400108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é descrever e analisar os elementos constituintes das Trajetórias Hipotéticas de Aprendizagem (THA), elaboradas por professores que ensinam matemática, em um contexto de formação continuada. A recolha de dados se baseou nas produções escritas de oito THA elaboradas no âmbito de uma oficina de formação continuada. A pesquisa tem caráter qualitativo e interpretativo e se baseia na análise de conteúdo. Os resultados indicam que: os docentes apresentaram estratégias e procedimentos da matemática escolar comumente trabalhada na Educação Básica; os elementos constituintes das THA elaboradas se aproximam de suas práticas escolares; e estes elementos se associam aos domínios do conhecimento matemático para o ensino. A elaboração de THA realizada por professores de matemática se mostra como uma oportunidade para formação docente, na qual demandas matemáticas e pedagógicas se configuram como cenário para discussões, problematizações e produções de conhecimentos matemáticos para o ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to describe and analyze the constituent elements of Hypothetical Learning Trajectories (HLT), developed by teachers who teach mathematics, in a context of in-service teacher education. The data collection was based on the written productions of 8 HLT elaborated in the context of an in-service teacher education workshop. The research has a qualitative and interpretative character, and it is based on content analysis. The results indicate that: the teachers presented strategies and procedures of school mathematics; the constituent elements of the elaborated HLT are similar of their school practices; and these elements are associated with the domains of mathematical knowledge for teaching. The preparation of HLT by mathematics teachers is an opportunity for teacher education, in which mathematical and pedagogical demands are configured as a context for discussions, problematizations and productions of mathematical knowledge for teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resúmen El objetivo de este artículo es describir y analizar los elementos constitutivos de las Trayectorias Hipotéticas de Aprendizaje (THA), desarrolladas por profesores que enseñan matemáticas, en un contexto para la formación de profesores de matemáticas. La recopilación de datos se basó en las producciones escritas de ocho THA elaboradas en el contexto de un taller de educación continua. La investigación tiene un carácter cualitativo y se basa en el análisis de contenido. Los resultados indican que: los docentes presentaron estrategias y procedimientos de la matemática escolar; los elementos constitutivos del THA elaborada son similares a sus prácticas escolares; y estos elementos están asociados con los dominios del conocimiento matemático para la enseñanza. La preparación de THA por parte de los profesores de matemáticas es una oportunidad para la formación del profesorado, en la que las demandas matemáticas y pedagógicas se configuran como un contexto de discusiones, problematizaciones y producciones de conocimientos matemáticos para la enseñanza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[trajetórias hipotéticas de aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[hypothetical learning trajectories]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[educación de maestros]]></kwd>
<kwd lng="es"><![CDATA[trayectorias hipotéticas de aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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