<?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>S2215-34702023000100296</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.16</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño e implementación de una experiencia formativa para futuros profesores de matemáticas sobre variación lineal]]></article-title>
<article-title xml:lang="en"><![CDATA[Design and implementation of an educational experience on linear variation for prospective mathematics teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Desenho e implementação de uma experiência de formação para futuros professores de matemática sobre variação linear]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-García]]></surname>
<given-names><![CDATA[Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dávila-Araiza]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beltrán-Pellicer]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[Belén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[Hermosillo ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[Hermosillo ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Zaragoza Área de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[Zaragoza ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de San Marino  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República de San Marino</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>296</fpage>
<lpage>318</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100296&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100296&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100296&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  En este trabajo se presenta el diseño, la implementación y el análisis de una experiencia formativa dirigida a futuros profesores de matemáticas de educación secundaria, centrada en el estudio de la variación lineal; el objetivo es enriquecer su conocimiento didáctico-matemático e iniciarlos en el desarrollo de la competencia de análisis ontosemiótico. La variación lineal es un objeto de interés debido a que está presente en diferentes momentos educativos a través de múltiples enfoques y significados: aritmético, algebraico y funcional. Como objeto matemático, posee una complejidad que puede ser fuente de dificultades y concepciones erróneas, lo que motiva el desarrollo de acciones formativas.  (Metodología)  Se trata de una investigación cualitativa basada en el estudio preliminar, diseño, implementación y análisis de 5 actividades didácticas, según los principios teóricos del enfoque ontosemiótico. Los datos proceden de videograbaciones de clases, notas de campo y respuestas escritas de nueve futuros profesores de octavo semestre de Licenciatura en Educación Secundaria con especialidad en Matemáticas.  (Resultados)  Los resultados indican que la variación lineal es, en efecto, un objeto complejo, lo cual se traduce en carencias en el conocimiento didáctico-matemático que los futuros profesores tienen sobre ella. Igualmente, se identifican dificultades -en términos de conocimientos y competencias- cuando se les pide analizar respuestas hipotéticas de estudiantes sobre tareas sobre variación lineal.  (Conclusiones)  A partir de los resultados, experiencias como la presentada se postulan como un recurso valioso en programas formativos para que el profesorado adquiera conocimientos y competencias para el tratamiento adecuado del contenido matemático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This paper discusses the design, implementation, and analysis of an educational experience focused on linear variation, aimed at prospective secondary school mathematics teachers. The objective of this experience is to improve the prospective teachers' didactic-mathematical knowledge and to contribute to the development of their onto-semiotic analytical skills. Linear variation is an important topic because it is present in different educational moments through multiple approaches and meanings - arithmetic, algebraic, and functional. As a complex mathematical object, it can generate teaching and learning conflicts, which can be studied to provide useful information about improvement of educational activities.  (Methodology)  This is a qualitative investigation, based on the preliminary study, design, implementation, and analysis of 5 didactic activities according to the theoretical principles of the Onto-semiotic Approach. The data gathered for the investigation included video recordings of classes, field notes and written answers provided by nine prospective teachers in the eighth semester of a Licentiate's Degree in Secondary Education program, specializing in Mathematics.  (Results)  The results indicate that linear variation is indeed a complex issue, and deficiencies were found in the didactic-mathematical knowledge of prospective teachers. Likewise, difficulties in terms of knowledge and skills were found when participants were asked to analyze hypothetical responses to tasks related to the concept of linear variation.  (Conclusions)  The results of this investigation indicate that experiences such as these can be a valuable resource in educational programs for teachers to acquire knowledge and skills for the appropriate treatment of mathematical content.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Este artigo apresenta o desenho, a implementação e a análise de uma experiência de formação voltada para futuros professores de matemática no ensino médio, focada no estudo da variação linear, com o objetivo de enriquecer seus conhecimentos didático-matemáticos e iniciá-los no desenvolvimento da competência de análise ontosemiótica. A variação linear é objeto de interesse, pois está presente em diferentes momentos educacionais por meio de múltiplas abordagens e significados: aritmético, algébrico e funcional. Como objeto matemático, possui uma complexidade que pode ser fonte de dificuldades e equívocos, o que motiva o desenvolvimento de ações de capacitação.  (Metodologia)  Trata-se de uma pesquisa qualitativa baseada no estudo preliminar, desenho, execução e análise de 5 atividades didáticas, segundo os princípios teóricos da abordagem ontosemiótica. Os dados são provenientes de gravações em vídeo das aulas, notas de campo e respostas escritas de nove futuros professores do oitavo semestre do Bacharelado em Ensino Médio com especialidade em Matemática.  (Resultados)  Os resultados indicam que a variação linear é, de fato, um objeto complexo, o que se traduz em deficiências no conhecimento didáticomatemático que os futuros professores têm sobre ela. Da mesma forma, dificuldades são identificadas - em termos de conhecimento e competências - quando se pede analisar respostas hipotéticas dos alunos em tarefas sobre variação linear.  (Conclusões)  Com base nos resultados, experiências como a apresentada são postuladas como um recurso valioso em programas de formação para que os professores adquiram conhecimentos e competências para o tratamento adequado de conteúdos matemáticos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencias didáctico-matemáticas]]></kwd>
<kwd lng="es"><![CDATA[diseño de investigación]]></kwd>
<kwd lng="es"><![CDATA[formación de futuros profesores]]></kwd>
<kwd lng="es"><![CDATA[variación lineal, Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza y aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Didactic-mathematical skill]]></kwd>
<kwd lng="en"><![CDATA[research design]]></kwd>
<kwd lng="en"><![CDATA[prospective teachers training]]></kwd>
<kwd lng="en"><![CDATA[linear variation]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[teaching and learning]]></kwd>
<kwd lng="pt"><![CDATA[competências didático-matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[desenho de pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[formação de futuros professores]]></kwd>
<kwd lng="pt"><![CDATA[variação linear, educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[ensino e aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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