<?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>S2007-74672022000100058</article-id>
<article-id pub-id-type="doi">10.23913/ride.v12i24.1228</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[GeoGebra para el aprendizaje de modelación matemática en ingeniería: estudio de caso (modalidad en línea)]]></article-title>
<article-title xml:lang="en"><![CDATA[GeoGebra for Learning Mathematical Modeling in Engineering: Case Study (Online Modality)]]></article-title>
<article-title xml:lang="pt"><![CDATA[GeoGebra para aprender modelagem matemática em engenharia: estudo de caso (modo online)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaona Jiménez]]></surname>
<given-names><![CDATA[Silvia Melbi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerrero Ramírez]]></surname>
<given-names><![CDATA[Sandra Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Ingeniería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Ingeniería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<numero>24</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672022000100058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672022000100058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672022000100058&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este estudio de caso, el objetivo fue contrastar cuantitativamente y cualitativamente el logro del aprendizaje de modelación matemática (adquisición de lenguaje formal, construcción del modelo, solución e interpretación del modelo y aplicación del modelo) entre un enfoque sistémico que recurre al uso del software GeoGebra y un enfoque convencional. Esta investigación tuvo un alcance mixto, descriptivo y parcialmente experimental. Se trabajó, en una modalidad en línea, con una muestra no probabilística de 130 estudiantes de ingeniería, segmentados en un grupo control y otro experimental. Respecto a los resultados obtenidos, se encontró que al final de las tres etapas del estudio, en una escala de 0 a 10, el grupo control logró un incremento en desempeño de 3.01 y que, habiendo transcurrido cuatro meses, se perdieron 1.95 puntos. Por su parte, el grupo experimental obtuvo un incremento en desempeño de 4.66 y después de cuatro meses tuvo una reducción de 0.94 puntos. El incremento real en desempeño de la etapa de diagnóstico al punto final fue de 1.06 para el grupo control y de 3.72 para el grupo experimental. En términos cuantitativos, esto representa una diferencia absoluta estadísticamente significativa entre el grupo control y el experimental de 26 puntos porcentuales, lo que equivale a una diferencia relativa de 250.94 % entre el diagnóstico y la etapa realizada a cuatro meses de la intervención. El incremento en desempeño fue mayor en el grupo experimental. Los resultados indican que el enfoque sistémico de aprendizaje propuesto asistido con GeoGebra pudiera incidir de forma positiva en el desempeño en modelado matemático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this case study, the objective was to contrast quantitatively and qualitatively the achievement of mathematical modeling learning (acquisition of formal language, construction of the model, solution and interpretation of the model and application of the model) between a systemic approach that used the GeoGebra software and a conventional approach. This research had a mixed, descriptive and partially experimental scope. It was carried out in an online modality with a non-probabilistic sample of 130 engineering students, segmented into a control group and an experimental group. Regarding the results obtained, it was found that at the end of the three stages of the study, on a scale of 0 to 10, the control group achieved an increase in performance of 3.01 and that, after four months, 1.95 points were lost. While the experimental group obtained an increase in performance of 4.66 and after four months it had a reduction of 0.94 points. The actual increase in performance from the diagnostic stage to the end point was 1.06 for the control group and 3.72 for the experimental group. In quantitative terms, this represents a statistically significant absolute difference between the control and experimental groups of 26 percentage points, which is equivalent to a relative difference of 250.94% between the diagnosis and the stage carried out four months after the intervention. The increase in performance was greater in the experimental group. The results indicate that the proposed systemic learning approach assisted with GeoGebra could have a positive impact on performance in mathematical modeling.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo de caso, o objetivo foi contrastar quantitativa e qualitativamente a realização da aprendizagem da modelagem matemática (aquisição da linguagem formal, construção do modelo, solução e interpretação do modelo e aplicação do modelo) entre uma abordagem sistêmica que recorre à uso do software GeoGebra e uma abordagem convencional. Esta pesquisa teve um escopo misto, descritivo e parcialmente experimental. Trabalhamos, na modalidade online, com uma amostra não probabilística de 130 estudantes de engenharia, segmentados em grupo controle e grupo experimental. Em relação aos resultados obtidos, verificou-se que ao final das três etapas do estudo, em uma escala de 0 a 10, o grupo controle obteve um aumento de desempenho de 3,01 e que, após quatro meses, 1,95 pontos foram perdidos. Por sua vez, o grupo experimental obteve um aumento de desempenho de 4,66 e após quatro meses teve uma redução de 0,94 pontos. O aumento real no desempenho da fase de diagnóstico até o ponto final foi de 1,06 para o grupo controle e 3,72 para o grupo experimental. Em termos quantitativos, isso representa uma diferença absoluta estatisticamente significativa entre os grupos controle e experimental de 26 pontos percentuais, o que equivale a uma diferença relativa de 250,94% entre o diagnóstico e o estágio realizado quatro meses após a intervenção. O aumento no desempenho foi maior no grupo experimental. Os resultados indicam que a abordagem de aprendizagem sistêmica proposta auxiliada pelo GeoGebra pode ter um impacto positivo no desempenho em modelagem matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[modalidad en línea]]></kwd>
<kwd lng="es"><![CDATA[simulación]]></kwd>
<kwd lng="es"><![CDATA[transferencia de registros semióticos]]></kwd>
<kwd lng="es"><![CDATA[Vigotsky]]></kwd>
<kwd lng="es"><![CDATA[visualización matemática]]></kwd>
<kwd lng="en"><![CDATA[didactics]]></kwd>
<kwd lng="en"><![CDATA[online modality]]></kwd>
<kwd lng="en"><![CDATA[simulation]]></kwd>
<kwd lng="en"><![CDATA[semiotic register transfer]]></kwd>
<kwd lng="en"><![CDATA[Vigotsky]]></kwd>
<kwd lng="en"><![CDATA[mathematical visualization]]></kwd>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="pt"><![CDATA[modalidade online]]></kwd>
<kwd lng="pt"><![CDATA[simulação]]></kwd>
<kwd lng="pt"><![CDATA[transferência de registros semióticos]]></kwd>
<kwd lng="pt"><![CDATA[Vygotsky]]></kwd>
<kwd lng="pt"><![CDATA[visualização matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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