<?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>S2448-80892017000300161</article-id>
<article-id pub-id-type="doi">10.24844/em2903.06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Indagación de la historia de las desigualdades matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Inquiring about the history of mathematical inequalities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernardis]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nitti]]></surname>
<given-names><![CDATA[Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scaglia]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Litoral Facultad de Humanidades y Ciencias ]]></institution>
<addr-line><![CDATA[Santa Fe ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional del Litoral Facultad de Humanidades y Ciencias ]]></institution>
<addr-line><![CDATA[Santa Fe ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional del Litoral Facultad de Humanidades y Ciencias ]]></institution>
<addr-line><![CDATA[Santa Fe ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>29</volume>
<numero>3</numero>
<fpage>161</fpage>
<lpage>187</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892017000300161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892017000300161&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892017000300161&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo presentamos una indagación histórica sobre los usos de las desigualdades en la historia de la matemática, realizada en el marco de una investigación en torno al tema mencionado, cuyo propósito es contribuir a mejorar la calidad de su enseñanza. Esto porque el análisis histórico de un concepto proporciona indicios para interpretar las producciones, concepciones y dificultades de los estudiantes y para diseñar experiencias que favorezcan su comprensión. A partir de un estudio fenomenológico (Freudenthal, 2002) caracterizamos fenómenos matemáticos organizados por el concepto de desigualdad. En este artículo presentamos algunas evidencias de la manifestación de esos fenómenos en la historia de la matemática. Reflexionamos respecto del tipo de experiencias que es necesario ofrecer a los estudiantes para la construcción de buenos &#8220;objetos mentales&#8221; de la desigualdad en la etapa elemental, para abordar en condiciones óptimas el estudio de la matemática avanzada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article, we inquire about the use of inequalities in the history of mathematics, so as to help improve the quality of teaching this theme. The historical analysis of a concept provides clues to interpret the productions, conceptions, and difficulties of students and to design experiences that favor their understanding. From a phenomenological study (Freudenthal, 2002) we characterize mathematical phenomena that are organized by the concept of inequalities. In this article, we present some evidence of the manifestation of these phenomena in the history of mathematics. We reflect on the type of experiences that are necessary for students, for them to create &#8220;mental objects&#8221; of inequality in an elementary stage, that will enable them to study this advanced mathematics topic, in optimal conditions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[indagación histórica]]></kwd>
<kwd lng="es"><![CDATA[desigualdad matemática]]></kwd>
<kwd lng="es"><![CDATA[fenómenos organizados]]></kwd>
<kwd lng="es"><![CDATA[concepto-marcos]]></kwd>
<kwd lng="en"><![CDATA[historical inquiry]]></kwd>
<kwd lng="en"><![CDATA[mathematical inequalities]]></kwd>
<kwd lng="en"><![CDATA[organized phenomena]]></kwd>
<kwd lng="en"><![CDATA[concept]]></kwd>
<kwd lng="en"><![CDATA[frames]]></kwd>
</kwd-group>
</article-meta>
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