<?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>S2215-34702024000100022</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Guia de valoración de la idoneidad didáctica de procesos de estudio de la diferencial]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic Suitability Assessment Guide of Educational Processes for the Differential]]></article-title>
<article-title xml:lang="pt"><![CDATA[Guia para avaliação da adequação didatica de processos de estudo da diferencial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Verón]]></surname>
<given-names><![CDATA[Manuel Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[Belen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[Luis Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Misiones Departamento de Matematica ]]></institution>
<addr-line><![CDATA[Posadas ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la República de San Marino Departamento de Economia, Ciencia y Derecho ]]></institution>
<addr-line><![CDATA[Dogana ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Los Lagos Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>22</fpage>
<lpage>43</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  En este articulo se describe el proceso de elaboración de una Guia de valoración de la idoneidad didáctica de un proceso de estudio del concepto de diferencial de una función. El objetivo que se persigue es proponer un instrumento que promueva, oriente y apoye el análisis y la reflexión del profesorado en torno a los procesos de enseñanza y aprendizaje del concepto de diferencial.  (Metodologia)  El metodo de investigación empleado es el análisis de contenido y toma como punto de partida la revision sistematica de los conocimientos didactico-matematicos en investigaciones claves. El análisis esta orientado por las dimensiones o facetas que intervienen en un proceso educativo: epistémica, cognitiva, afectiva, instruccional y ecologica cuyos componentes y criterios se fundamentan en noción de idoneidad didáctica propuesta por el enfoque ontosemiotico del conocimiento y la instrucción matemáticos (EOS).  (Resultados)  La construccion de la Guia de valoración de la idoneidad didáctica introduce una metodologia para la reconstruccion del significado de referencia para el estudio de la diferencial en sus diversas facetas. Ademas, esta guía representa una herramienta potente para el profesor en el momento del diseño, implementación y valoración de procesos de estudio teniendo en cuenta los diversos significados de la diferencial, sus conexiones, sus potenciales conflictos semióticos y sus relaciones con otros conceptos.  (Conclusiones)  En línea con el marco teorico de referencia, se concluye que su uso idoneo permitiria al profesor tomar decisiones didácticas argumentadas sobre la propia gestión del proceso didactico teniendo en cuenta el contexto educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This article describes the process of preparing a Guide for the Assessment of Didactic Suitability of a process for studying the concept of the differential of a function. The objective of this exercise was to propose an instrument to promote, guide and support teachers&#8217; analysis of, and reflection on, teaching and learning processes of the differential concept.  (Methodology)  The research method used was content analysis, and its starting point was a systematic review of didactic-mathematical knowledge in key research. The analysis was guided by the dimensions or facets that characterize an educational process - epistemic, cognitive, affective, instructional and ecological - whose components and criteria are based on the notion of didactic suitability proposed in the Onto-semiotic Approach to Mathematical Knowledge and Instruction (OSA).  (Results)  The construction of the Didactic Suitability Assessment Guide introduced a methodology for the reconstruction of the reference meaning for the study of various facets of the differential. In addition, this guide represents a powerful tool for teachers at the time of designing, implementing. and evaluating study processes, taking into account the various meanings of the differential, its connections, its potential semiotic conflicts and its relationships with other concepts.  (Conclusions)  In line with the theoretical reference framework, it is concluded that its ideal use would allow teachers to make informed decisions about management of the didactic process, taking into account its educational context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Este artigo descreve o processo de elaboração de um guia para avaliar a adequação didatica de um processo a fim de estudar o conceito de diferencial de uma função. O objetivo buscado e propor um instrumento que promova, oriente e apoie a analise e a reflexão dos professores sobre os processos de ensino e aprendizagem do conceito de diferencial.  (Metodologia)  O metodo de pesquisa utilizado e a analise de conteúdo e tem como ponto de partida a revisão sistematica do conhecimento didatico-matematico em pesquisas-chave. A analise esta norteada pelas dimensões ou facetas que intervêm em um processo educacional: epistêmica, cognitiva, afetiva, instrucional e ecologica cujos componentes e criterios se baseiam na noção de adequação didatica proposta pela abordagem ontosemiotica do conhecimento e da instrução matematica (EOS).  (Resultados)  A construção do Guia de avaliação da adequação didatica introduz uma metodologia para a reconstrução do significado de referência para o estudo da diferencial em suas varias facetas. Alem disso, esse guia representa uma ferramenta poderosa para o professor ao projetar, implementar e avaliar processos de estudo, levando em conta os diferentes significados da diferencial, suas conexões, seus possiveis conflitos semioticos e suas relações com outros conceitos.  (Conclusões)  De acordo com o marco teorico de referência, conclui-se que seu uso ideal permitiria que o professor tomasse decisões didaticas fundamentadas sobre a propria gestão do processo didatico, considerando o contexto educacional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Diferencial]]></kwd>
<kwd lng="es"><![CDATA[conocimientos didactico-matematicos]]></kwd>
<kwd lng="es"><![CDATA[idoneidad didáctica]]></kwd>
<kwd lng="es"><![CDATA[practica reflexiva]]></kwd>
<kwd lng="en"><![CDATA[Didactic-mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[didactic suitability]]></kwd>
<kwd lng="en"><![CDATA[reflective practice]]></kwd>
<kwd lng="pt"><![CDATA[diferencial]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento didatico-matematico]]></kwd>
<kwd lng="pt"><![CDATA[adequação didatica]]></kwd>
<kwd lng="pt"><![CDATA[pratica reflexiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alibert]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Legrand]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Procedures differentielles et integrales aun niveau du premier cycle universitaire - une mise au point. En Procedures differentielles dans les enseignements de mathematiques et de physique au niveau du premier cycle universitaire (Annexe VII)]]></source>
<year>1989</year>
<publisher-loc><![CDATA[IREM et LDPES ]]></publisher-loc>
<publisher-name><![CDATA[Universite Paris 7]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Araya]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Medrano]]></surname>
<given-names><![CDATA[I. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[W. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Epistemic criteria for designing limit tasks on a real variable function]]></article-title>
<source><![CDATA[Bolema: Boletim de Educação Matematica]]></source>
<year>2021</year>
<volume>35</volume>
<numero>69</numero>
<issue>69</issue>
<page-range>179-205</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arcos]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Rigor o entendimiento, un viejo dilema en la enseñanza de las matemáticas: El caso del calculo infinitesimal]]></article-title>
<source><![CDATA[Tiempo de Educar]]></source>
<year>2004</year>
<volume>5</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>77-110</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Artigue]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La enseñanza de los principios del calculo: Problemas epistemologicos, cognitivos y didacticos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ingenieria didactica en educacion matematica. Un esquema para la investigación y la innovación y el aprendizaje de las matemáticas (pp. 97-140)]]></source>
<year>1995</year>
<publisher-name><![CDATA[Una empresa docente y Grupo editorial iberoamerica]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Artigue]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Menigoux]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Viennot]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Some aspects of students&#8217; conceptions and difficulties about differentials]]></article-title>
<source><![CDATA[European Journal of Physics]]></source>
<year>1990</year>
<volume>11</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>262-7</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Badillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Azcarate]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conflictos semióticos relacionados con el uso de la notacion incremental y diferencial en libros de física y de matemática del bachillerato]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2005</year>
<volume>Extra</volume>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Beltran-Pellicer]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An onto-semiotic approach to the analysis of the affective domain in mathematics education]]></article-title>
<source><![CDATA[Cambridge Journal of Education]]></source>
<year>2020</year>
<volume>50</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Beltran-Pellicer]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Elaboracion de indicadores especificos de idoneidad didáctica en probabilidad: Aplicacion para la reflexión sobre la practica docente]]></article-title>
<source><![CDATA[Boletim de Educação Matematica]]></source>
<year>2018</year>
<volume>32</volume>
<numero>61</numero>
<issue>61</issue>
<page-range>526-48</page-range><publisher-name><![CDATA[Bolema]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bos]]></surname>
<given-names><![CDATA[H. J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Differentials, higher-order differentials and derivatives in the Leibnizian calculus]]></article-title>
<source><![CDATA[Archive for history of exact sciences]]></source>
<year>1974</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-90</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Criterios valorativos y normativos en la didáctica de las matemáticas: El caso del constructo idoneidad didáctica]]></article-title>
<source><![CDATA[Boletim de Educação Matematica]]></source>
<year>2018</year>
<volume>32</volume>
<numero>60</numero>
<issue>60</issue>
<page-range>255-78</page-range><publisher-name><![CDATA[Bolema]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Bueno]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Perez]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Onto-semiotic complexity of the definite integral]]></article-title>
<source><![CDATA[Journal of Research in Mathematics Education]]></source>
<year>2021</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>4-40</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[W. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparing the didactic-mathematical knowledge of derivative of in-service and pre-service teachers]]></article-title>
<source><![CDATA[Acta Scientiae]]></source>
<year>2021</year>
<volume>23</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>34-95</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cauchy]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cours d&#8217;analyse de l&#8217;ecole royale polytechnique]]></article-title>
<source><![CDATA[L&#8217;Imprimerie Royale, ETH Library Zurich]]></source>
<year>1821</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cauchy]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resume des leçons donnees à l&#8217;ecole royale polytechnique sur le calcul infinitesimal]]></article-title>
<source><![CDATA[L&#8217;Imprimerie Royale, ETH Library Zurich]]></source>
<year>1823</year>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[M. J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Elaboracion de una guía de análisis de libros de texto de matemáticas basada en la teoria de la idoneidad didáctica]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year>2022</year>
<volume>48</volume>
<edition>e238787</edition>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Manion]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Morrison]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research methods in education]]></source>
<year>2007</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cordero-Osorio]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Taking a differential element: its formation and meaning in the didactic discourse of calculus]]></article-title>
<source><![CDATA[International Journal of Mathematical Education in Science and Technology]]></source>
<year>1991</year>
<volume>22</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>869-72</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dray]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Manogue]]></surname>
<given-names><![CDATA[C. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Putting differentials back into calculus]]></article-title>
<source><![CDATA[College Mathematics Journal]]></source>
<year>2010</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>90-100</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Edwards]]></surname>
<given-names><![CDATA[C. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[The historical development of the calculus]]></source>
<year>1979</year>
<publisher-name><![CDATA[Springer-Verlag]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ely]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Definite integral registers using infinitesimals]]></article-title>
<source><![CDATA[The Journal of Mathematical Behavior]]></source>
<year>2017</year>
<volume>48</volume>
<page-range>152-67</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ely]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching calculus with infinitesimals and differentials]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2021</year>
<volume>53</volume>
<page-range>591-604</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frank]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[P. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[School students&#8217; preparation for calculus in the United States]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2021</year>
<volume>53</volume>
<page-range>549-62</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Una evolucion de la mirada sobre la complejidad de los objetos matemáticos]]></article-title>
<source><![CDATA[Revista Paradigma]]></source>
<year>2020</year>
<volume>41</volume>
<page-range>107-29</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Garces-Cordova]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Font-Moll]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Criterios que guian la practica de los profesores de matemáticas en cursos de ciencias basicas de ingeniería]]></article-title>
<source><![CDATA[Uniciencia]]></source>
<year>2022</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García Jimenez]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resignificar la diferencial en y con practicas de modelación]]></article-title>
<source><![CDATA[Revista Latinoamericana de Etnomatematica]]></source>
<year>2018</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>139-78</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Indicadores de la idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas]]></article-title>
<source><![CDATA[Cuadernos de Investigación y Formacion en Educación Matematica]]></source>
<year>2013</year>
<volume>11</volume>
<page-range>111-32</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[De la ingeniería a la idoneidad didáctica en la enseñanza de las matemáticas]]></article-title>
<source><![CDATA[Revemop]]></source>
<year>2021</year>
<volume>3</volume>
<edition>e202129</edition>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gea]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Uma perspectiva ontosemiotica dos problemas e metodos de pesquisa em educação matematica]]></article-title>
<source><![CDATA[Revemop]]></source>
<year>2021</year>
<volume>3</volume>
<edition>e202107</edition>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The onto-semiotic approach to research in mathematics education]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2007</year>
<volume>39</volume>
<page-range>127-35</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El enfoque ontosemiotico: Implicaciones sobre el caracter prescriptivo de la didáctica]]></article-title>
<source><![CDATA[Revista Chilena de Educación Matematica]]></source>
<year>2020</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>3-15</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Rivas]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Arteaga]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Componentes e indicadores de idoneidad de programas de formación de profesores en didáctica de las matemáticas]]></article-title>
<source><![CDATA[Revista Eletrônica de Educação Matematica]]></source>
<year>2013</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>46-74</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Como enseñar las matemáticas y ciencias experimentales? Resolviendo el dilema entre transmision e indagacion]]></article-title>
<source><![CDATA[Revista Paradigma]]></source>
<year>2020</year>
<volume>41</volume>
<edition>80106</edition>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Wilhelmi]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[De Castro]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aproximacion a la dimension normativa en didáctica de las matemáticas desde un enfoque ontosemiotico]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2009</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>59-76</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enfoque ontosemiotico de los conocimientos y competencias del profesor de matemáticas]]></article-title>
<source><![CDATA[Boletim de Educação Matematica]]></source>
<year>2017</year>
<volume>31</volume>
<numero>37</numero>
<issue>37</issue>
<page-range>90-113</page-range><publisher-name><![CDATA[Bolema]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A look to differential. Journal of Physics: Conference Series]]></article-title>
<source><![CDATA[V International Conference Days of Applied Mathematics]]></source>
<year>2019</year>
<volume>1414</volume>
<page-range>1-7</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Grootenboer]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Marshman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El dominio afectivo, las matemáticas y la educación matemática]]></article-title>
<source><![CDATA[En Matematicas, afecto y aprendizaje]]></source>
<year>2016</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Harel]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The learning and teaching of multivariable calculus: a DNR perspective]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2021</year>
<volume>53</volume>
<page-range>709-21</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hitt]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Nuevas tendencias en la enseñanza del calculo: La derivada en ambientes TICE]]></source>
<year>2014</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-19</page-range><publisher-name><![CDATA[AMIUTEM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hitt]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El aprendizaje del calculo y nuevas tendencias en su enseñanza en el aula de matemáticas]]></article-title>
<source><![CDATA[ECO MATEMATICO]]></source>
<year>2017</year>
<volume>8</volume>
<page-range>6-15.</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hu]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Rebello]]></surname>
<given-names><![CDATA[N. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding student use of differentials in physics integration problems]]></article-title>
<source><![CDATA[Physical Review Special Topics - Physics Education Research]]></source>
<year>2013</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[S. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding the integral: Students&#8217; symbolic forms]]></article-title>
<source><![CDATA[The Journal of Mathematical Behavior]]></source>
<year>2013</year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>122-41</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[S. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Areas, anti-derivatives, and adding up pieces: definite integrals in pure mathematics and applied science contexts]]></article-title>
<source><![CDATA[Journal of Mathematical Behavior]]></source>
<year>2015</year>
<volume>38</volume>
<page-range>9-28</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Keisler]]></surname>
<given-names><![CDATA[H. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Elementary calculus]]></article-title>
<source><![CDATA[An infinitesimal approach]]></source>
<year>2000</year>
<publisher-name><![CDATA[University of Wisconsin]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kitcher]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The nature of mathematical knowledge]]></article-title>
<source><![CDATA[Oxford University Press]]></source>
<year>1984</year>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kleiner]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[History of the infinitely small and the infinitely large in calculus, with remarks for the teacher]]></article-title>
<source><![CDATA[Excursions in the History of Mathematics]]></source>
<year>2012</year>
<page-range>67-101</page-range><publisher-name><![CDATA[Birkhäuser]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López-Gay]]></surname>
<given-names><![CDATA[R. L. V.]]></given-names>
</name>
</person-group>
<source><![CDATA[La introduccion y utilización del concepto de diferencial en la enseñanza de la física. Analisis de la situación actual y propuesta para su mejora]]></source>
<year>2001</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Universidad Autonoma de Madrid]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López-Gay]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Mártinez Torregrosa]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identificacion de obstaculos para un uso con comprensión del calculo diferencial en física]]></article-title>
<source><![CDATA[Enseñanza de las ciencias]]></source>
<year>2005</year>
<page-range>1-5</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López-Gay]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Saez]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Torregrosa]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Obstacles to mathematization in physics: The case of the differential]]></article-title>
<source><![CDATA[Science &amp; Education]]></source>
<year>2015</year>
<volume>24</volume>
<numero>5-6</numero>
<issue>5-6</issue>
<page-range>591-613</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López-Gay]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Mártinez-Torregrosa]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Jimenez Liso]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Mártinez Chico]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gil Mártinez]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Significado y uso de la diferencial. Ayudando a conectar el mundo físico y matemático]]></article-title>
<source><![CDATA[Revista de Didactica de las Matematicas]]></source>
<year>2018</year>
<numero>81</numero>
<issue>81</issue>
<page-range>41-4</page-range><publisher-name><![CDATA[Uno]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Malet]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Repetto]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Idoneidad didáctica como herramienta metodologica: Desarrollo y contextos de uso]]></article-title>
<source><![CDATA[Revemop]]></source>
<year>2021</year>
<volume>3</volume>
<edition>e202110</edition>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mártinez-Planell]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Trigueros]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Multivariable calculus results in different countries]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2021</year>
<volume>53</volume>
<page-range>695-707</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mártinez-Torregrosa]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[López-Gay]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Gras-Marti]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematics in physics education: scanning historical evolution of the differential to find a more appropriate model for teaching differential calculus in physics]]></article-title>
<source><![CDATA[Science &amp; Education]]></source>
<year>2006</year>
<volume>15</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>447-62</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mártinez-Torregrosa]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[López-Gay]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Gras-Marti.]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Torregrosa-Girones]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La diferencial no es un incremento infinitesimal. Evolucion del concepto de diferencial y su clarificacion en la enseñanza de la física]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2002</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>271-83</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mártinez Uribe]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Pluvinage]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Montaño Zetina]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El concepto de la derivada en el contexto de la enseñanza de la física, recursos para el uso de diferenciales y las tecnologias de información y comunicación]]></article-title>
<source><![CDATA[El Calculo y su Enseñanza, Enseñanza de las Ciencias y la Matematica]]></source>
<year>2017</year>
<volume>8</volume>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreno]]></surname>
<given-names><![CDATA[M. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Azcarate]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Concepciones y creencias de los profesores universitarios de matemáticas acerca de la enseñanza de las ecuaciones diferenciales]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias: Revista de investigación y experiencias didácticas]]></source>
<year>2003</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>265-80</page-range></nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oldenburg]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Differentiale als prognosen]]></article-title>
<source><![CDATA[Journal für Mathematik-Didaktik]]></source>
<year>2016</year>
<volume>37</volume>
<page-range>55-82</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Orton]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; understanding of differentiation]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>1983</year>
<volume>14</volume>
<page-range>235-50</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perspectiva ampliada del conocimiento didactico-matematico del profesor]]></article-title>
<source><![CDATA[Paradigma]]></source>
<year>2015</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>87-109</page-range></nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Font]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Faceta epistémica del conocimiento didactico-matematico sobre la derivada]]></article-title>
<source><![CDATA[Educação Matematica Pesquisa]]></source>
<year>2011</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>141-78</page-range></nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Parra-Urrea]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Criterios para orientar el diseño y la reflexión de clases sobre funciones ¿Que nos dice la literatura científica?]]></article-title>
<source><![CDATA[Revista de Didactica de las Matematicas]]></source>
<year>2021</year>
<volume>91</volume>
<page-range>45-54</page-range><publisher-name><![CDATA[UNO]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pulido]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Un estudio teorico de la articulación del sable matemático en el discurso escolar: La transposicion didáctica del diferencial en la física y la matemática escolar]]></source>
<year>1997</year>
<publisher-loc><![CDATA[Mexico ]]></publisher-loc>
<publisher-name><![CDATA[Cinvestav]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pulido]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La enseñanza de los diferenciales en las escuelas de ingeniería desde un enfoque socioepistemologico]]></article-title>
<source><![CDATA[Revista Latinoamericana de Investigación en Matematica Educativa]]></source>
<year>2010</year>
<volume>13</volume>
<numero>4-I</numero>
<issue>4-I</issue>
<page-range>85-97</page-range><publisher-name><![CDATA[Relime]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Robinson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Non-standard analysis]]></source>
<year>1966</year>
<publisher-name><![CDATA[Holland Publishing Company Amsterdam]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ramirez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Ibarra]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Practicas evaluativas y significados evaluados por profesores del bachillerato mexicano sobre la noción de ecuacion lineal]]></article-title>
<source><![CDATA[Educacion Matematica]]></source>
<year>2020</year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>69-98</page-range></nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ruz]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Molina-Portillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[J. M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Guia de valorizacion de la idoneidad didáctica de procesos de instrucción en didáctica de la estadistica]]></article-title>
<source><![CDATA[Boletim de Educação Matematica]]></source>
<year>2019</year>
<volume>33</volume>
<numero>63</numero>
<issue>63</issue>
<page-range>135-54</page-range><publisher-name><![CDATA[Bolema]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B66">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tall]]></surname>
<given-names><![CDATA[D. O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comments on the difficulty and validity of various approaches to the calculus]]></article-title>
<source><![CDATA[For the Learning of mathematics]]></source>
<year>1981</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>16-21</page-range></nlm-citation>
</ref>
<ref id="B67">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The differential: nineteenth and twentieth century developments.]]></article-title>
<source><![CDATA[Archive for history of exact sciences]]></source>
<year>1974</year>
<volume>12</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>355-83</page-range></nlm-citation>
</ref>
<ref id="B68">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[P.W.]]></given-names>
</name>
<name>
<surname><![CDATA[Harel]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Ideas foundational to calculus learning and their links to students&#8217; difficulties]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2021</year>
<volume>53</volume>
<page-range>507-19</page-range></nlm-citation>
</ref>
<ref id="B69">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valdive]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Garbin]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estudio de los esquemas conceptuales epistemologicos asociados a la evolucion historica de la noción de infinitesimal]]></article-title>
<source><![CDATA[Revista Latinoamericana de Investigacion en Matematica Educativa]]></source>
<year>2008</year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>413-50</page-range><publisher-name><![CDATA[Relime]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B70">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Von Korff]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rebello]]></surname>
<given-names><![CDATA[N. S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Distinguishing between change and amount infinitesimals in first-semester calculus-based physics]]></article-title>
<source><![CDATA[American Journal of Physics]]></source>
<year>2014</year>
<volume>82</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>695-705</page-range></nlm-citation>
</ref>
<ref id="B71">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verón]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Analisis ontosemiotico de los significados del concepto de diferencial]]></source>
<year>2020</year>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Granada]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B72">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verón]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Giacomone]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Analise dos significados do conceito de diferencial de uma perspectiva ontosemiotica]]></article-title>
<source><![CDATA[Revemop]]></source>
<year>2021</year>
<volume>3</volume>
<edition>e202109</edition>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
