<?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>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142022000200175</article-id>
<article-id pub-id-type="doi">10.17227/ted.num52-17075</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Revisión documental sobre la formación y el conocimiento del profesor de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Documentary Review on the Training and Knowledge of the Mathematics Teacher]]></article-title>
<article-title xml:lang="pt"><![CDATA[Revisão documental sobre a formação e o conhecimento do professor de matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Rojas]]></surname>
<given-names><![CDATA[Gilbert Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>52</numero>
<fpage>175</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142022000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142022000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142022000200175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de una revisión documental de artículos de investigación publicados en el periodo 2015-2019 en el Congress of the European Society for Research in Mathematics Education (CERME), Psychology mathematics education (PME) y North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Esta revisión se realizó con la intención de determinar los problemas de investigaciones, enfoques teóricos y metodológicos que se utilizan en el estudio sobre el conocimiento del profesor de matemáticas que se ocupan de habilidades situadas, y los enfoques que permiten estudiar prácticas con tecnología. Se toma como perspectiva metodológica la investigación documental, la cual, se desarrolla mediante una clasificación de documentos, a través de palabras claves como la Formación Docente, Conocimiento del Profesor de Matemáticas, Competencia Matemática y el Enfoque Documental. Se reconoce a partir del desarrollo metodológico, que existe una discusión al interior de la comunidad de educadores matemáticos, frente a los procesos de formación docente y su incidencia en las prácticas de enseñanza; en especial al sentido, alcances y limitaciones de programas de formación de profesores de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the results of a documentary review from research articles published between 2015 and 2019 in the Congress of the European Society for Research in Mathematics Education (CERME), Psychology mathematics education (PME), and the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). This revision was carried out with the aim of determining research problems, theoretical and methodological approaches used in the study on mathematics teacher knowledge dealing with situated skills, and the approaches that allow studying practices with technology. Documentary research is taken as a methodological perspective, which is developed through a classification of documents and keywords such as Teacher Training, Knowledge of the Mathematics Teacher, Mathematical Competence, and the Documentary Approach. It is recognized from the methodological development, that there is a discussion within the community of mathematical educators, regarding the teacher training processes and their impact on teaching practices and especially the sense, scope, and limitations of mathematics teacher training programs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de uma revisão documental de artigos de pesquisa, publicados no período 2015-2019 no Congress of the European Society for Research in Mathematics Education (CERME), Psychology mathematics education (PME) e North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Esta revisão foi realizada com o intuito de determinar os problemas de pesquisas, enfoques teóricos e metodológicos usados no estudo sobre o conhecimento do professor de matemáticas que se ocupam das habilidades situadas, e os abordagens que permitem o estudo de práticas com tecnologia. A perspectiva metodológica é a pesquisa documental (análise documental), a qual é desenvolvida através da classificação de documentos, através de palavras-chaves como: Formação Docente, Conhecimento do Professor de Matemática, Competência Matemática e Abordagem Documental. Reconhece-se, a partir do desenvolvimento metodológico, que há uma discussão no interior da comunidade de educadores matemáticos, sobre os processos de formação de professores e sua incidência nas práticas de ensino; em especial ao sentido, alcances e limitações dos programas de formação de professores de matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[revisión documental]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[conocimiento del profesor de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[competencia matemática]]></kwd>
<kwd lng="es"><![CDATA[enfoque documental]]></kwd>
<kwd lng="en"><![CDATA[documentary review]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[knowledge of the mathematics teacher]]></kwd>
<kwd lng="en"><![CDATA[mathematical competence]]></kwd>
<kwd lng="en"><![CDATA[documentary approach]]></kwd>
<kwd lng="pt"><![CDATA[revisão documental]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento do professor de matemática]]></kwd>
<kwd lng="pt"><![CDATA[competência matemática]]></kwd>
<kwd lng="pt"><![CDATA[abordagem documental]]></kwd>
</kwd-group>
</article-meta>
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