<?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>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702021000200253</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-2.17</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Esquemas de argumentación de estudiantes de bachillerato al usar GeoGebra en el contexto de teselados]]></article-title>
<article-title xml:lang="en"><![CDATA[Argument schemes of high school students when using GeoGebra in the context of tessellations]]></article-title>
<article-title xml:lang="pt"><![CDATA[Esquemas de argumentação de alunos do ensino médio ao usar GeoGebra no contexto de tesselações]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Ramírez]]></surname>
<given-names><![CDATA[Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Larios Osorio]]></surname>
<given-names><![CDATA[Víctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubio Goycochea]]></surname>
<given-names><![CDATA[Norma]]></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[Querétaro ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[Querétaro ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica del Perú  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>253</fpage>
<lpage>270</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000200253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000200253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000200253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En esta investigación, se identifican y describen los argumentos expuestos por un grupo de estudiantes de bachillerato, cuando justifican sus respuestas a situaciones geométricas e incorporan el uso del software de geometría dinámica GeoGebra. El trabajo muestra que el proceso de argumentación es deficiente en un grupo de estudiantes entre 15 y 18 años de la escuela de bachilleres de la Universidad Autónoma de Querétaro. A esta agrupación de educandos se le propuso una secuencia de actividades que involucraron situaciones referentes a transformaciones isométricas, en las cuales ellos realizaron manipulación de applets y construcciones de teselados semirregulares, mediante el uso del software GeoGebra. Se trata de un estudio de casos de carácter descriptivo. Para el análisis de los argumentos de los estudiantes, se utilizan las configuraciones epistémicas del marco teórico del enfoque ontosemiótico del conocimiento y la instrucción matemáticos (EOS) y para el análisis de los resultados, los esquemas de argumentación. Estos resultados sugieren que en el proceso de argumentación de los alumnos recurren a los esquemas argumentativos empírico y fáctico, evidenciados a través del lenguaje informal y escaso lenguaje matemático. Además, la percepción visual, favorecida por el software GeoGebra fue esencial en el desarrollo del proceso de argumentación, aunque esta jugó el papel de argumento más que de apoyo a dicho procedimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper identifies and describes the arguments presented by a group of high school students when justifying their responses to geometric situations and using GeoGebra, a dynamic geometry software. The argumentation process showed to be deficient for the group of 15-18-year-old students from the Universidad Autónoma de Querétaro (UAQ) high school. Students were given a sequence of activities involving isometric transformations, in which they manipulated applets and created semi-regular tessellations using the GeoGebra software. The research was a descriptive case study. The epistemic configurations of the theoretical framework of the Ontosemiotic Approach to Mathematical knowledge and Instruction (OSA) were used for the analysis of the students&#8217; arguments, while argumentation schemes were used for the analysis of the results. These results suggest that, in the argumentation process, students resort to empirical and factual argumentation schemes, which was evidenced by the use of informal language and little mathematical language. In addition, the visual perception favored by the GeoGebra software was essential to develop the argumentation process, although it played the role of argument rather than a support to the process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nesta pesquisa, são identificados e descritos os argumentos expostos por um grupo de alunos do ensino médio ao justificar suas respostas ante situações geométricas e incorporam o uso do software de geometria dinâmica GeoGebra. O trabalho mostra que o processo de argumentação é deficiente em um grupo de alunos entre 15 e 18 anos da escola do ensino médio da Universidade Autônoma de Querétaro. Foi proposta a esta agrupação de educandos uma sequência de atividades que compreenderam situações referentes a transformações isométricas, nas quais eles realizaram manipulação de applets e construções de tesselações semirregulares, por meio do software GeoGebra. Trata-se de um estudo de casos de carácter descritivo. Para a análise dos argumentos dos estudantes, foram utilizadas as configurações epistémicas do referencial teórico do Enfoque Ontosemiótico do Conhecimento e a Instrução Matemática (EOS) e, para a análise dos resultados, os esquemas de argumentação. Os resultados propõem que, no processo de argumentação, os alunos recorram aos esquemas argumentativos empíricos e fáticos, evidenciados através da linguagem informal e escassa linguagem matemática. Além disso, a percepção visual, favorecida pelo software GeoGebra, foi essencial no desenvolvimento do processo de argumentação, embora esta tenha desempenhado mais o papel de argumento do que de apoio a tal procedimento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Bachillerato]]></kwd>
<kwd lng="es"><![CDATA[enfoque ontosemiótico]]></kwd>
<kwd lng="es"><![CDATA[esquemas de argumentación]]></kwd>
<kwd lng="es"><![CDATA[geometría dinámica]]></kwd>
<kwd lng="es"><![CDATA[GeoGebra]]></kwd>
<kwd lng="es"><![CDATA[transformaciones isométricas]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[ontosemiotic approach]]></kwd>
<kwd lng="en"><![CDATA[argumentation schemes]]></kwd>
<kwd lng="en"><![CDATA[dynamic geometry]]></kwd>
<kwd lng="en"><![CDATA[GeoGebra]]></kwd>
<kwd lng="en"><![CDATA[isometric transformations]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[enfoque ontosemiótico]]></kwd>
<kwd lng="pt"><![CDATA[esquemas de argumentação]]></kwd>
<kwd lng="pt"><![CDATA[geometria dinâmica]]></kwd>
<kwd lng="pt"><![CDATA[GeoGebra]]></kwd>
<kwd lng="pt"><![CDATA[transformações isométricas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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