<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892016000200059</article-id>
<article-id pub-id-type="doi">10.24844/em2802.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ciclos de entendimiento de los conceptos de función y variación]]></article-title>
<article-title xml:lang="en"><![CDATA[Cycles of understanding about the concepts of function and variation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Alejo]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Rodríguez]]></surname>
<given-names><![CDATA[Aarón Víctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escalante]]></surname>
<given-names><![CDATA[César Cristóbal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Quintana Roo División de Ciencias e Ingeniería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma del Estado de Hidalgo Área Académica de Matemáticas y Física ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>28</volume>
<numero>2</numero>
<fpage>59</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892016000200059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892016000200059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892016000200059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Con base en la perspectiva de modelos y modelación, en este artículo se analiza la relación entre las herramientas conceptuales utilizadas para modelar una situación sobre costo de envíos de paquetería y los ciclos de entendimiento que los estudiantes van desarrollando sobre los conceptos de función y variación. Las preguntas que guían la discusión son ¿Qué registros de representación utilizan estudiantes del primer semestre de una licenciatura en Turismo para describir y analizar situaciones problemáticas cuyo modelo subyacente es una función escalonada? ¿Cómo apoyan las diferentes representaciones el desarrollo de ciclos progresivos de entendimiento de los conceptos de función y variación en los estudiantes? Los resultados muestran que la utilización de diversas representaciones, el análisis de éstas, su modificación y refinamiento, son indicadores de la construcción de niveles progresivos de entendimiento de los conceptos de función y variación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper we analyze the relationship between the conceptual tools (representations) used by students enrolled in a college tourism program, to model a situation about cost of sending packages, and the cycles of understanding that the students develop about the concepts of step function, function, and variation. Based on the perspective of Models and Modeling, the questions that guide the discussion are: What kind of representations did first semester students use to describe and analyze problematic situations where the underlying model is a step function? To what extent did the representations support the development of different cycles of understanding of the concepts of function and variation? The results show multiple representations that students construct, analyze, modify, and refine. The representations helped to acquire meaning of mathematical concepts as function and variation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ciclos de entendimiento]]></kwd>
<kwd lng="es"><![CDATA[función]]></kwd>
<kwd lng="es"><![CDATA[función escalonada]]></kwd>
<kwd lng="es"><![CDATA[modelación y variación]]></kwd>
<kwd lng="en"><![CDATA[Understanding cycles]]></kwd>
<kwd lng="en"><![CDATA[functions]]></kwd>
<kwd lng="en"><![CDATA[step functions]]></kwd>
<kwd lng="en"><![CDATA[modeling and variation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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