<?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>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682020000100058</article-id>
<article-id pub-id-type="doi">10.22235/pe.v13i1.1919</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Naturaleza de las tareas profesionales en la formación de profesores de Matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Nature of the Professional Tasks in Mathematics Teacher Training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aké]]></surname>
<given-names><![CDATA[Lilia P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Mojica]]></surname>
<given-names><![CDATA[J. Marcos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>58</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682020000100058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682020000100058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682020000100058&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los avances en las investigaciones en Didáctica de la Matemática y su incidencia en la docencia van a ritmos dispares. Por tal motivo, el presente artículo propone un planteamiento para incorporar tareas profesionales en la línea de la formación de profesores de matemáticas desde las investigaciones. Dada la diversidad de posturas teórico-metodológicas presentes en la Didáctica de la Matemática, para articular las tareas profesionales basadas en situaciones se configura un esquema general que considera tres elementos importantes: un referente teórico, el estudio del contenido matemático desde las investigaciones y una lógica de implementación durante el proceso de instrucción. A partir de estos elementos se desarrolla un ejemplo, considerando como referente teórico un modelo de conocimiento para el profesor, y como tema los productos notables. Se concluye que el tipo de tareas profesionales que precisan plantearse durante la formación de profesores deben ser situaciones vinculadas a su práctica o futura práctica educativa. Estas tareas también deben estar guiadas teóricamente por los resultados de las investigaciones para promover el desarrollo de sus conocimientos y competencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Advances on research in Didactics of Mathematics and its impact on teaching go at different rates. For this reason, this article proposes an approach to incorporate professional tasks in the training of Mathematics teachers from the point of view of research. Given the diversity of theoretical-methodological positions present in Didactics of Mathematics, in order to articulate professional tasks based on situations, a general scheme is configured that considers three important elements: a theoretical reference, the study of mathematical content from the research, and an implementation logic during the instruction process. From these elements, an example is developed, considering as a theoretical reference a model of knowledge for the teacher, and as a theme the notable identities. It is concluded that the type of professional tasks that need to be considered during teacher training should be situations linked to their practice or future educational practice. These tasks should also be theoretically guided by the results of research to promote the development of their knowledge and skills.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tareas profesionales]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[formación profesional]]></kwd>
<kwd lng="es"><![CDATA[Didáctica de la Matemática]]></kwd>
<kwd lng="es"><![CDATA[productos notables.]]></kwd>
<kwd lng="en"><![CDATA[professional tasks]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[vocational training]]></kwd>
<kwd lng="en"><![CDATA[Didactics of Mathematics]]></kwd>
<kwd lng="en"><![CDATA[notable identities.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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