<?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>S2215-34702024000100303</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.17</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Proceso de instrucción de la derivada aplicado a estudiantes de Ingeniería Comercial en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Instructional Process of the Derivative Applied in Business Engineering Students in Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Processo de instrução do derivado aplicado a estudantes de engenharia de negócios no Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Galindo Illanes]]></surname>
<given-names><![CDATA[Maritza Katherine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Breda]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Sebastián Facultad de Economía y Gobierno ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Barcelona Departament d&#8217;Educació Lingüística Científica i Matemàtica]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</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>303</fpage>
<lpage>325</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo de este artículo es presentar los resultados de la implementación de un diseño instruccional de enseñanza de la derivada para estudiantes universitarios de la carrera de Ingeniería Comercial en Chile.  (Metodología)  Las personas participantes del estudio son noventa estudiantes de la asignatura de Cálculo Aplicado a los Negocios de una universidad chilena. El diseño metodológico, basado en las herramientas del Enfoque Ontosemiótico del Conocimiento e Instrucción Matemáticos, considera diversas configuraciones epistémicas en las situaciones-problemas sobre tangentes, el cálculo de derivadas a partir de reglas de derivación, aplicaciones de la derivada para el cálculo de máximos y mínimos y análisis de gráficas de funciones. Además, integra las TIC en las diversas tareas.  (Resultados)  Los resultados indican que la propuesta instruccional de enseñanza de la derivada supera algunas de las dificultades de aprendizaje de los y las estudiantes, evidenciadas en diversas investigaciones. En particular, las dificultades del estudiantado de Ingeniería Comercial en torno a la concepción euclidiana de la recta tangente; la interpretación de la función &#8220;derivada&#8221; y su representación geométrica, la optimización de funciones económicas y la aplicación de la derivada a funciones marginales.  (Conclusiones)  Se concluye que el proceso de enseñanza y aprendizaje es eficaz, en el sentido de que se consigue el aprendizaje del alumnado de una carrera de ingeniería específica mediante la incorporación, en la instrucción, de diferentes configuraciones epistémicas de la derivada interconectadas, sus diferentes campos de problemas y las aplicaciones contextuales en su profesión, junto al uso de recursos TIC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective) The objective of this article is to present the results of the implementation of an instructional design for the teaching of the derivative for undergraduate students of Business Engineering in Chile.  (Methodology)  The participants in the study were ninety students of Applied Business Calculus at a Chilean university. The methodological design, based on the tools of the Ontosemiotic Approach to Mathematical Cognition and Instruction, consider various epistemic configurations in situations-problems concerning tangents, the calculation of derivatives from the rules for derivation, applications of the derivative for the calculation of maxima and minima, and analysis of graphs of functions. In addition, it integrates ICT into various activities.  (Results)  The results indicate that the instructional proposal for teaching the derivative overcomes some of students&#8217; learning difficulties, as shown in various research studies. In particular, these include the difficulties that Business Engineering students have with the Euclidean conception of the tangent line, the interpretation of the derivative function and its geometric representation, the optimization of economic functions, and the application of the derivative to marginal functions.  (Conclusions)  It is concluded that the teaching and learning process is effective, in the sense that student learning for a specific engineering career is achieved by instruction that incorporates different interconnected epistemic configurations of the derivative, its different fields of problems, and contextual applications in their profession, together with the use of ICT resources.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo deste artigo é apresentar os resultados da implementação de um desenho instrucional para o ensino da derivada para alunos de graduação em Engenharia de Negócios no Chile.  (Metodologia)  Os participantes do estudo são noventa alunos da disciplina de Cálculo Empresarial Aplicado de uma universidade chilena. O desenho metodológico, baseado nas ferramentas da Abordagem Ontossemiótica do Conhecimento e Instrução Matemática, considera diversas configurações epistêmicas nas situações-problemas sobre tangentes, cálculo de derivadas a partir de regras de derivadas, aplicações da derivada para o cálculo de máximos e mínimos e análise de gráficos de funções. Além disso, integra as TIC nas diversas tarefas.  (Resultados)  Os resultados indicam que a proposta instrucional para o ensino da derivada supera algumas das dificuldades de aprendizagem dos alunos, conforme evidenciado em várias pesquisa. Em particular, as dificuldades dos alunos de Engenharia de Negócios sobre a concepção euclidiana da reta tangente; sobre a interpretação da função &#8220;derivada&#8221; e sua representação geométrica, sobre a otimização de funções econômicas e a aplicação da derivada a funções marginais. (Conclusões) Conclui-se que o processo de ensino e aprendizagem é eficaz, no sentido de que a aprendizagem dos alunos em um curso de engenharia específico, é alcançada por meio da incorporação, na instrução, de diferentes configurações epistêmicas da derivada interconectadas, dos diferentes campos de problemas e das aplicações contextuais em sua profissão, juntamente ao uso de recursos de TIC.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[derivada]]></kwd>
<kwd lng="es"><![CDATA[proceso de instrucción]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[Enfoque Ontosemiótico]]></kwd>
<kwd lng="es"><![CDATA[formación de ingenieros]]></kwd>
<kwd lng="es"><![CDATA[Ingeniería Comercial]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[derivative]]></kwd>
<kwd lng="en"><![CDATA[instructional process]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[Ontosemiotic Approach]]></kwd>
<kwd lng="en"><![CDATA[engineering education]]></kwd>
<kwd lng="en"><![CDATA[business engineering]]></kwd>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[derivada]]></kwd>
<kwd lng="pt"><![CDATA[processo instrucional]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem Ontossemiótica]]></kwd>
<kwd lng="pt"><![CDATA[educação em engenharia]]></kwd>
<kwd lng="pt"><![CDATA[engenharia de negócios]]></kwd>
</kwd-group>
</article-meta>
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