<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000100144</article-id>
<article-id pub-id-type="doi">10.23913/ride.v10i20.672</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La comprensión de conceptos fundamentales del cálculo mediante Desmos. Una intervención]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding Fundamental Concepts of Calculus Through Desmos. An Intervention]]></article-title>
<article-title xml:lang="pt"><![CDATA[A compreensão de conceitos fundamentais de cálculo usando Desmos. Uma intervenção]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Maldonado]]></surname>
<given-names><![CDATA[Erick Radaí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Michoacana de San Nicolás de Hidalgo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>20</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000100144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000100144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se realiza el diseño de una estrategia metodológica para la comprensión del concepto de derivada. Esto a través de Desmos y el programa &#8220;trae tu propio dispositivo&#8221; (BYOD, por sus siglas en inglés) en un primer curso de cálculo diferencial a nivel licenciatura, así como mediante la herramienta metodológica heurística de investigación-acción. Para lograr el objetivo se involucra, además, el método de derivación por incrementos, el cual se codifica para ser incorporado a la plataforma Desmos y con ello realizar animaciones. Posteriormente, se realizan quizzes a través de Kahoot! para evaluar su comprensión. Se concluye que Desmos es un auxiliar de utilidad en la comprensión de conceptos fundamentales del cálculo, ya que permite el esbozo de funciones de manera sencilla; así, da sentido a la matematización, aunque no al cálculo de resultados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The design of a methodological strategy for the understanding of the concept of derivative is carried out in this article. This through the Desmos software and the bring your own device (BYOD) program in a first course of differential calculus at the degree level, using the action research methodology. Also, it is involved the method of derivation by increments, which is coded to be incorporated into the Desmos platform and thus make animations. Quizzes are then performed through Kahoot! to evaluate the understanding of the students. It is concluded that Desmos is an useful aid in the understanding of fundamental concepts of calculus, since it allows the sketching of functions in a simple way giving meaning to mathematization, but not the calculation of results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, é realizado o desenho de uma estratégia metodológica para a compreensão do conceito de derivada. Isso através do Desmos e da prática "traga seu próprio dispositivo" (BYOD) em um primeiro curso de cálculo diferencial no nível de graduação, bem como através da ferramenta metodológica heurística da pesquisa-ação. Para atingir o objetivo, também está envolvido o método de derivação incremental, que é codificado para ser incorporado à plataforma Desmos e, assim, fazer animações. Posteriormente, os testes são realizados através do Kahoot! para avaliar sua compreensão. Conclui-se que Desmos é uma ajuda útil na compreensão de conceitos fundamentais de cálculo, pois permite o esboço de funções de maneira simples; Assim, dá sentido à matematização, embora não ao cálculo dos resultados.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[derivada]]></kwd>
<kwd lng="es"><![CDATA[interpretación]]></kwd>
<kwd lng="es"><![CDATA[límite]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[derivative]]></kwd>
<kwd lng="en"><![CDATA[interpretation]]></kwd>
<kwd lng="en"><![CDATA[limit]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[derivada]]></kwd>
<kwd lng="pt"><![CDATA[interpretação]]></kwd>
<kwd lng="pt"><![CDATA[limite]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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