<?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>1659-0643</journal-id>
<journal-title><![CDATA[Revista Digital: Matemática, Educación e Internet]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Dig. Mat. Educ. Internet]]></abbrev-journal-title>
<issn>1659-0643</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-06432025000100002</article-id>
<article-id pub-id-type="doi">10.18845/meij.v25i1.7235</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desenvolvimento e Implementaçã de Sequências Didáticas para EDOs de Segunda Ordem: Aplicações Práticas com GeoGebra]]></article-title>
<article-title xml:lang="en"><![CDATA[Implementation of didactic sequences for second order ODEs: practical applications with GeoGebra]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimentel Paiva]]></surname>
<given-names><![CDATA[Ana Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira Alves]]></surname>
<given-names><![CDATA[Francisco Régis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Barros Campos]]></surname>
<given-names><![CDATA[Helena Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará-IFCE (campus Fortaleza)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará-IFCE (campus Fortaleza)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Trás-os-Montes e Alto Douro-UTAD  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-06432025000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-06432025000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-06432025000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumo As Equações Diferenciais Ordinárias de Segunda Ordem se apresentam como um assunto considerado na abordagem tradicional da teoria de Equações Diferenciais Ordinárias - EDO. Nesse artigo se descreve, de modo particular, duas etapas previstas pela Engenharia Didática &#8211; ED: as fases de análise prévias e análise a priori. Enfatizam-se atividades descritas/estruturadas com apoio da tecnologia. A mediação afetada pela exploração adequada de softwares possibilita evitar determinados elementos que atuam como entraves a um entendimento amplo, inerente a essas equações. Desse modo, indicamos e estruturamos de situações-problema no Geogebra, de modo a empregar a visualização no entendimento de propriedades qualitativas (gráfico-geométricas) e não apenas de natureza algorítmicas. Proporcionando assim, a descrição de fatores pertinentes à mediação didática das equações diferenciais de segunda ordem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Second Order Ordinary Differential Equations are a subject considered in the traditional approach to the theory of Ordinary Differential Equations - ODE. This article describes, in particular, two stages foreseen by Didactic Engineering &#8211; ED: the phases of preliminary analysis and a priori analysis. Activities described/structured with the support of technology are emphasized. Mediation affected by the appropriate exploitation of software makes it possible to avoid certain elements that act as obstacles to a broad understanding, inherent to these equations. In this way, we indicate and structure problem situations in Geogebra, in order to use visualization to understand qualitative properties (graphic-geometric) and not just algorithmic ones. Thus providing the description of factors relevant to the didactic mediation of second- order differential equations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Equações Diferenciais Ordinárias]]></kwd>
<kwd lng="pt"><![CDATA[Engenharia Didática]]></kwd>
<kwd lng="pt"><![CDATA[Geogebra]]></kwd>
<kwd lng="en"><![CDATA[Second Order Ordinary Differential Equations]]></kwd>
<kwd lng="en"><![CDATA[Didactic Engineering]]></kwd>
<kwd lng="en"><![CDATA[Geogebra]]></kwd>
</kwd-group>
</article-meta>
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