<?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>1794-4449</journal-id>
<journal-title><![CDATA[Revista Lasallista de Investigación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Lasallista Investig.]]></abbrev-journal-title>
<issn>1794-4449</issn>
<publisher>
<publisher-name><![CDATA[Corporación Universitaria Lasallista]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1794-44492020000100358</article-id>
<article-id pub-id-type="doi">10.22507/rli.v17n1a8</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Meanings of physics mathematization in pre-service physics teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Significados de matematización de la física en docentes de física en formación]]></article-title>
<article-title xml:lang="pt"><![CDATA[Significados da matemátização da física em professores de física en formação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vizcaino-Arevalo]]></surname>
<given-names><![CDATA[Diego Fabian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Terrazzan]]></surname>
<given-names><![CDATA[Eduardo Adolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Antonio Nariño  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sata Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>358</fpage>
<lpage>370</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1794-44492020000100358&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1794-44492020000100358&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1794-44492020000100358&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction. Physics teaching practice is permeated by the meaning that teachers constructed about the relationship between mathematics and physics, but this relationship often goes unnoticed by the teacher himself, because of their education where it is traditionally thoughtlessly assumed that "mathematics is the physics language."  Objective. In this work, we contribute to the comprehension of how modifying this reality in teacher training. To this end, we conducted a study on how is understanding physics and mathematics relationships by pre-service teachers.  Materials and methods. Data collection was done from observation of a non-participating classroom in two physics courses using an observation grid and a questionnaire. We made a content analysis.  Results. We found that pre-service teachers consider the mastery of problem-solving equations as the primary medium for learning physics, but when they are asked to explain physics they usually opt for qualitative descriptions and pictorial representations not for equations.  Conclusions. It means that they differentiate between a "mathematical part" of the phenomenon that is self-controlled as the basis of his physics learning and a "qualitative part" of the phenomenon that serves to explain physics. So, it seems that to teach physics they feel the need to explain conceptually without mathematics, while to learn physics they should concentrate on applying equations, which is paradoxical.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. El tipo de trabajo docente en la enseñanza de la física está influenciado por el significado que cada docente ha construido sobre la relación entre las matemáticas y la física, pero esta relación a menudo pasa desapercibida para el maestro mismo, ya que es tradición en su formación suponer irreflexivamente que "las matemáticas son el lenguaje de la física".  Objetivo. En este trabajo, contribuimos a la comprensión de cómo modificar esta realidad en la formación del profesorado. Con este fin, llevamos a cabo un estudio sobre cómo es la comprensión de las relaciones de física y matemáticas por parte de los docentes en formación.  Materiales y métodos. La recolección de datos se realizó a partir de la observación no participante en dos cursos de física utilizando una rejilla de observación y un cuestionario. El análisis se hizo a partir del análisis de contenido.  Resultados. Descubrimos que los maestros en formación consideran el dominio de las ecuaciones en la resolución de problemas como el eje fundamental para aprender física, pero cuando se les pide que expliquen física, optan por descripciones cualitativas y representaciones pictóricas y no por ecuaciones.  Conclusiones. Los docentes en formación diferencian entre la "parte matemática" del fenómeno al que atribuye la base de su aprendizaje de física y la "parte cualitativa" del fenómeno que sirve para explicar la física. Entonces, parece que para enseñar física sienten la necesidad de explicar conceptualmente sin matemáticas, mientras que para aprender física se concentran solamente en aplicar ecuaciones, lo cual resulta paradójico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: O tipo de trabalho docente no ensino de física é influenciado pelo significado que cada professor construiu sobre a relação entre matemática e física, mas essa relação geralmente passa despercebida pelo próprio professor, uma vez que é uma tradição em sua formaçao supõe, sem pensar, que "a matemática é a linguagem da física".  Objetivo. Neste trabalho, contribuímos para a compreensão de como modificar essa realidade na formação de professores. Para tanto, realizamos um estudo sobre como é a comprensao das relaçoes entre a física e a matemática na formação de professores de física.  Materiais e métodos.  A coleta de dados foi realizada a partir da observação mais não do participante em diferentes aulas de física, utilizando um roteiro de observação e um questionário. A análise foi feita a partir da análise de conteúdo.  Resultados. Descobrimos que os professores em formação consideram o domínio das equações na solução de problemas como o eixo fundamental para aprender física, mas, quando solicitados a explicar física, optam por descrições qualitativas e representações pictóricas, e não por equações.  Conclusões. Os professores em formação diferenciam entre a "parte matemática" do fenômeno à qual ele atribui a base de seu aprendizado da física e a "parte qualitativa" do fenômeno que serve para explicar a física. Parece que, para ensinar física, eles sentem a necessidade de explicar conceitualmente sem matemática, enquanto que para aprender física, eles se concentram apenas na aplicação de equações, o que é paradoxal.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Physics Teaching, Mathematical and physics relationship]]></kwd>
<kwd lng="en"><![CDATA[Physics mathematization]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la física]]></kwd>
<kwd lng="es"><![CDATA[relación entre matemática y física]]></kwd>
<kwd lng="es"><![CDATA[matematización de la física. (deben ser tomadas de un tesauro especializado del tema).]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de física]]></kwd>
<kwd lng="pt"><![CDATA[relação entre matemática e física]]></kwd>
<kwd lng="pt"><![CDATA[matemátização da física]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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