<?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>S2215-34702024000100188</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.11</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Caracterización de tareas evaluadas en exámenes universitarios de cálculo: un enfoque didáctico e histórico]]></article-title>
<article-title xml:lang="en"><![CDATA[Analyzing tasks assessed in university Calculus exams: a didactic and historical perspective]]></article-title>
<article-title xml:lang="pt"><![CDATA[Caracterização de tarefas avaliadas em provas universitárias de cálculo: uma abordagem didática e histórica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón-Torres]]></surname>
<given-names><![CDATA[María G.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Hidalgo]]></surname>
<given-names><![CDATA[Juan F.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Escuela de Matemática ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Costa Rica</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>188</fpage>
<lpage>210</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100188&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo de este estudio es caracterizar tareas matemáticas evaluadas en exámenes, centrándose en rasgos didácticos relacionados con el significado de los contenidos matemáticos que tratan y con aspectos cognitivos. Así como describir la evolución de estos rasgos a través del tiempo.  (Metodología)  En este estudio descriptivo longitudinal se llevó a cabo un análisis de contenido de 568 tareas matemáticas evaluadas en 51 exámenes, a lo largo de 17 periodos lectivos consecutivos entre 2014 y 2022. El análisis se realizó en el contexto de un curso de Cálculo Diferencial e Integral impartido en una universidad en Costa Rica. La información se organizó e interpretó utilizando un sistema de siete variables relacionadas con rasgos didácticos propios del análisis de tareas matemáticas escolares.  (Resultados)  Las tareas matemáticas evaluadas se distinguen por variedad de contenidos y predominio de representación verbal-simbólica, situación científica exclusivamente matemática y demanda cognitiva a nivel de procedimientos sin conexiones. El predominio de las situaciones científicas exclusivamente matemáticas fue constante a lo largo del tiempo. Mientras que, a partir de cierto periodo, la representación verbal-simbólica y los procedimientos sin conexiones tendieron a disminuir a favor de la representación múltiple y de los procedimientos con conexiones.  (Conclusiones)  Las tareas matemáticas evaluadas reflejan parcialmente rasgos relacionados con el significado de los contenidos matemáticos y con aspectos cognitivos esenciales para el aprendizaje del cálculo. La evolución a lo largo del tiempo muestra que se ha progresado en ciertos rasgos, aunque en otros todavía existe un amplio margen de mejora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This study seeks to characterize mathematical tasks assessed in exams, with a focus on didactic features related to the meaning of the mathematical content they address, and their cognitive aspects. Additionally, it aims to describe the evolution of these features over time.  (Methodology)  In this longitudinal descriptive study, a content analysis of 568 mathematical tasks from 51 exams was conducted over 17 consecutive academic periods between 2014 and 2022. The analysis was conducted within the context of a Differential and Integral Calculus course taught at a university in Costa Rica. Information was organized and interpreted using a system of seven variables related to didactic features specific to the analysis of school-level mathematical tasks.  (Results)  The assessed mathematical tasks stand out for their variety of content and a predominance of verbal-symbolic representation, exclusively mathematical scientific situations, and cognitive demand at the level of procedures without connections. The predominance of exclusively mathematical scientific situations remained constant over time. However, from a certain point onwards, there was a tendency for verbal-symbolic representation and procedures without connections to decrease in favor of multiple representations and procedures with connections.  (Conclusions)  The assessed mathematical tasks partially reflect features related to the meaning of mathematical content and cognitive aspects essential for learning calculus. The evolution over time indicates progress in several features, although there is still ample room for improvement in others.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo deste estudo é caracterizaras tarefas matemáticas avaliadas em provas, concentrando-se em características didáticas relacionadas ao significado do conteúdo matemático abordado e aos aspectos cognitivos. Assim como descrever a evolução dessas características ao longo do tempo.  (Metodologia)  Neste estudo descritivo longitudinal, foi realizada uma análise de conteúdo de 568 tarefas matemáticas avaliadas em 51 provas durante 17 períodos letivos consecutivos entre 2014 e 2022. A análise foi realizada no contexto de um curso de Cálculo Diferencial e Integrl ministrado em uma universidade da Costa Rica. As informações foram organizadas e interpretadas por meio de um sistema de sete variáveis relacionadas a características didáticas típicas da análise de tarefas matemáticas escolares.  (Resultados) As tarefas matemáticas avaliadas se distinguem pela variedade de conteúdo e predominância de representação verbal-simbólica, situação científica exclusivamente matemática e demanda cognitiva no nível de procedimentos sem conexões. A predominância de situações científicas exclusivamente matemáticas foi constante ao longo do tempo. Ao passo que, depois de um certo período, a representação verbal-simbólica e os procedimentos sem conexões tenderam a diminuir em favor da representação múltipla e dos procedimentos com conexões.  (Conclusões)  As tarefas matemáticas avaliadas refletem parcialmente características relacionadas ao significado do conteúdo matemático e aos aspectos cognitivos essenciais para o aprendizado de cálculo. A evolução ao longo do tempo mostra que houve progresso em determinadas características, embora em outras ainda haja muito espaço para melhorias.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis de tareas]]></kwd>
<kwd lng="es"><![CDATA[cálculo]]></kwd>
<kwd lng="es"><![CDATA[evaluación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="en"><![CDATA[Task analysis]]></kwd>
<kwd lng="en"><![CDATA[calculus]]></kwd>
<kwd lng="en"><![CDATA[student assessment]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
<kwd lng="pt"><![CDATA[análise de tarefas]]></kwd>
<kwd lng="pt"><![CDATA[cálculo]]></kwd>
<kwd lng="pt"><![CDATA[avaliação de alunos]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[universidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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