<?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>0257-4314</journal-id>
<journal-title><![CDATA[Revista Cubana de Educación Superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cubana Edu. Superior]]></abbrev-journal-title>
<issn>0257-4314</issn>
<publisher>
<publisher-name><![CDATA[Dirección de Publicaciones Académicas de la Universidad de La Habana (Editorial UH) ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0257-43142022000100017</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Construcción del conocimiento sobre la enseñanza de la matemática de futuros profesores de Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Construction of mathematics teaching knowledge of future education mathematics teachers of mathematics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerrero-Contreras]]></surname>
<given-names><![CDATA[Oscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Levicoy]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcedo Salamanca]]></surname>
<given-names><![CDATA[Yesser Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Arturo Prat  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Los Andes  ]]></institution>
<addr-line><![CDATA[Táchira ]]></addr-line>
<country>Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>41</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0257-43142022000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0257-43142022000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0257-43142022000100017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Desde una perspectiva sociocultural, esta investigación se propone responder la pregunta ¿Qué y cómo aprenden los futuros profesores de matemática de secundaria a través de la interacción en el análisis de segmentos de enseñanza de la matemática proporcionada mediante los videos en un entorno virtual? Participaron 23 futuros profesores de matemática de Educación Secundaria en entorno de aprendizaje Blended Learning. El análisis de las participaciones en los debates virtuales y la resolución de las tareas han permitido caracterizar el aprendizaje del conocimiento sobre la enseñanza de la matemática, así como un cambio en el discurso de los futuros profesores. Los resultados permitieron establecer las siguientes categorías de participación: 1) concuerda, 2) concuerda y amplia, 3) discrepa o 4) discrepa o amplia, las cuales favorecieron el proceso de instrumentalización de las herramientas conceptuales provenientes de la Didáctica de la Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT From a sociocultural perspective, this research aims to answer the question: What and how do future mathematics teachers learn by interacting in the analysis of segments of mathematics teaching provided through videos in a virtual environment? 23 future high school mathematics teachers participated in the Blended Learning environment. The analysis of the participations in the virtual debates and the resolution of tasks made possible to characterize both the learning of the mathematics teaching knowledge and a change in the future teachers' discourse. The results allowed establishing the following categories of participation: 1) agrees, 2) agrees and extends, 3) disagrees or 4) disagrees or extends, which favoured the instrumentalization process of the conceptual tools coming from the Didactics of Mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprender a enseñar matemática]]></kwd>
<kwd lng="es"><![CDATA[construcción del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[formación inicial del profesor de matemática]]></kwd>
<kwd lng="en"><![CDATA[learn to teach math]]></kwd>
<kwd lng="en"><![CDATA[knowledge construction]]></kwd>
<kwd lng="en"><![CDATA[initial training of the mathematics teacher]]></kwd>
</kwd-group>
</article-meta>
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