<?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>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552018000300297</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Reflexión, acción y crecimiento de los docentes en formación en las aulas de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[From reflection to action: teachers&#8217; improvement in math classrooms]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haas Prieto]]></surname>
<given-names><![CDATA[Valentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arriagada]]></surname>
<given-names><![CDATA[Gina Luci]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<fpage>297</fpage>
<lpage>309</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552018000300297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552018000300297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552018000300297&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de esta investigación es comprender la oportunidad de mejora en las aulas de matemática en primaria con la aplicación del modelo SIC (sentido - intervención - cierre). El modelo que implica una metodología de retroalimentación basada en el análisis y la mejora de incidentes críticos que los profesores en formación desarrollan mediados por el tutor. Metodológicamente, se implementó un estudio cualitativo de carácter descriptivo a través de entrevistas semi-estructuradas a los futuros docentes de la carrera de Educación Básica de la Pontificia Universidad Católica de Valparaíso (PUCV). Los resultados demuestran que la retroalimentación recibida a partir del modelo favoreció la reflexión, la autorregulación de sus prácticas, y el análisis en profundidad de sus actuaciones en el área de las matemáticas. Todo ello potenció visualizar mejoras sobre sus propuestas de enseñanza. Se comprobó que el rol del tutor es clave y que en la identificación de nudos críticos se encuentran entrecruzados aspectos técnicos, didácticos y profesionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The paper is aimed at describing the improvement opportunities in mathematics primary classrooms resulting from the experimental introduction of the SIC model (sense-intervention-closing). This Model involves a feedback methodology based on the analysis of critical events that pre-service teachers developed under tutor&#8217;s guidance. A descriptive qualitative study was carried out by means of semi-structured interviews to primary teacher trainees at the Pontificia Universidad Católica de Valparaiso. The findings show that the feedback received from the model allowed reflection, self-regulation of their practices, and in-depth analysis of their actions in the area of mathematics leading to the improvement of teaching procedures. The role of the tutor proved to be a key to success in a process where critical events, technical, didactic and professional aspects were interwoven.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de la matemática]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación y pensamiento crítico]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[practice teaching]]></kwd>
<kwd lng="en"><![CDATA[feedback and critical thinking]]></kwd>
</kwd-group>
</article-meta>
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