<?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>S2215-34702025000100112</article-id>
<article-id pub-id-type="doi">10.15359/ru.39-1.7</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de la demostración mediante dos herramientas: el modelo de Toulmin y la configuración ontosemiótica]]></article-title>
<article-title xml:lang="en"><![CDATA[Analyzing proof using two frameworks: Toulmin&#8217;s model and the OntoSemiotic configuration]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise da demonstração usando duas ferramentas: o modelo de Toulmin e a configuração ontosemiótica.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Milanesio]]></surname>
<given-names><![CDATA[Bettina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[ Granada]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[ Granada]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<fpage>112</fpage>
<lpage>139</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702025000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En las investigaciones en educación matemática se ha generado un creciente interés por analizar cómo el estudiantado entiende la demostración conforme avanzan en su formación. Dicho análisis precisa de herramientas teóricas específicas que guíen tanto el diseño de tareas concretas como el reconocimiento y gestión de los conocimientos del alumnado.  (Objetivo)  El objetivo de este trabajo es ejemplificar el uso articulado de dos herramientas para el estudio de la demostración: el modelo de Toulmin ampliado y la configuración ontosemiótica del enfoque ontosemiótico.  (Metodología)  Se realiza un estudio cualitativo, descriptivo, basado en un estudio de casos con estudiantes de primer curso universitario cuando demuestran propiedades aritméticas. La implementación se realizó en tres momentos diferentes durante el curso de Matemática Discreta en una universidad argentina en el 2023.  (Resultados)  Al inicio del curso, la herramienta de análisis revela las limitaciones en las argumentaciones propuestas por el estudiantado para validar las proposiciones implicadas. Mediante argumentaciones inductivas y abductivas, concluyeron con la formulación de conjeturas, mostrando convencimiento sobre su veracidad. A medida que avanzaron en su formación, los resultados mejoraron, pues recurrieron a argumentaciones deductivas para demostrar. Aun así, el análisis realizado permitió identificar dificultades durante el desarrollo de las demostraciones, asociadas a los procesos que se necesitan transitar. (Conclusiones) Este trabajo revela la sinergia entre las herramientas empleadas para caracterizar las estructuras argumentativas en el proceso de demostración seguido por el grupo de estudiantes y tomar conciencia de su complejidad como factor explicativo de las dificultades en este proceso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In mathematics education research, there has been a growing interest in analyzing how students understand proof as they progress in their studies. This analysis requires specific theoretical tools that guide both the design of concrete tasks and the recognition and management of students&#8217; knowledge.  (Objective)  The objective of this paper is to exemplify the articulated use of two frameworks for studying proof: the extended Toulmin&#8217;s model and the Onto-Semiotic configuration of the Onto-Semiotic approach.  (Methodology) A qualitative, descriptive study is conducted, based on a case study with first-year university students as they prove arithmetic properties. The study was implemented three different times during the Discrete Mathematics course at an Argentinian university in 2023.  (Results)  At the beginning of the course, the analysis tool revealed the limitations in the arguments proposed by the students to validate the given propositions. Using inductive and abductive arguments, students formulated conjectures, demonstrating conviction in their truth. As their studies advanced, results improved, since they resorted to deductive arguments in their proofs. Nevertheless, the analysis revealed difficulties in the processes faced when developing proofs.  (Conclusions)  This research highlights the synergy between the tools used to characterize the argumentative structures in the students&#8217; proof process and underscores the importance of recognizing its complexity as an explanatory factor for the difficulties encountered.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nas pesquisas em educação matemática, tem havido um interesse crescente em analisar como os alunos entendem a demonstração à medida que avançam em sua formação. Essa análise requer ferramentas teóricas específicas para orientar tanto a elaboração de tarefas concretas quanto o reconhecimento e o gerenciamento do conhecimento dos alunos.  (Objetivo)  O objetivo deste artigo é exemplificar o uso articulado de duas ferramentas para o estudo da demonstração: o modelo estendido de Toulmin e a configuração ontosemiótica da abordagem ontosemiótica.  (Metodologia)  Um estudo qualitativo, descritivo e baseado em estudo de caso é realizado com alunos do primeiro ano da universidade ao demonstrarem propriedades aritméticas. A implementação foi realizada em três momentos diferentes durante o curso de Matemática Discreta em uma universidade argentina em 2023.  (Resultados)  No início do curso, a ferramenta de análise revela as limitações nos argumentos propostos pelos alunos para validar as proposições envolvidas. Por meio de argumentações indutivas e abdutivas, eles concluíram com a formulação de conjecturas, demonstrando convicção sobre sua veracidade. À medida que avançavam em sua formação, os resultados melhoravam, pois usavam argumentação dedutiva para demonstrar. Mesmo assim, a análise realizada permitiu a identificação de dificuldades durante o desenvolvimento das demonstrações, associadas aos processos que precisam ser seguidos.  (Conclusões)  Este trabalho revela a sinergia entre as ferramentas utilizadas para caracterizar as estruturas argumentativas no processo de demonstração seguido pelo grupo de alunos e para tomar consciência de sua complexidade como fator explicativo das dificuldades nesse processo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[demostración matemática]]></kwd>
<kwd lng="es"><![CDATA[argumentación matemática]]></kwd>
<kwd lng="es"><![CDATA[educación universitaria]]></kwd>
<kwd lng="es"><![CDATA[configuración ontosemiótica]]></kwd>
<kwd lng="es"><![CDATA[modelo de Toulmin]]></kwd>
<kwd lng="en"><![CDATA[mathematical proof]]></kwd>
<kwd lng="en"><![CDATA[mathematical argumentation]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
<kwd lng="en"><![CDATA[Onto-Semiotic configuration]]></kwd>
<kwd lng="en"><![CDATA[Toulmin&#8217;s model]]></kwd>
<kwd lng="pt"><![CDATA[prova matemática]]></kwd>
<kwd lng="pt"><![CDATA[argumentação matemática]]></kwd>
<kwd lng="pt"><![CDATA[educação universitária]]></kwd>
<kwd lng="pt"><![CDATA[configuração ontosemiótica]]></kwd>
<kwd lng="pt"><![CDATA[modelo de Toulmin]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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