<?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>S2448-80892019000100007</article-id>
<article-id pub-id-type="doi">10.24844/em3101.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Geometría dinámica y razonamiento científico: Dúo para resolver problemas]]></article-title>
<article-title xml:lang="en"><![CDATA[Dynamic geometry and scientific reasoning: Duo to solve problems]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sua Flórez]]></surname>
<given-names><![CDATA[Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo Uribe]]></surname>
<given-names><![CDATA[Leonor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional Facultad de Ciencia y Tecnología Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional Facultad de Ciencia y Tecnología Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>31</volume>
<numero>1</numero>
<fpage>7</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892019000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892019000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892019000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En este artículo presentamos la resolución de un problema de geometría por parte de una pareja de estudiantes de grado noveno de educación básica secundaria, que está relacionado con el lugar geométrico de los centros de las circunferencias que contienen dos puntos dados. Para su desarrollo los estudiantes contaron con el apoyo de un programa de geometría dinámica. Apoyados en indicadores de génesis instrumental y razonamiento científico, analizamos el proceso llevado a cabo por estos estudiantes con miras a destacar la sinergia que se produce entre el uso de herramientas y funciones de un programa computacional (específicamente GeoGebra) y el razonamiento científico que ponen en juego los estudiantes al enfrentar el problema. Con base en el análisis realizado, mostramos cómo esta sinergia lleva a la conformación de un dúo que impulsa procesos propios de la actividad matemática esperada en la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this article we present the resolution of a geometry problem by students of ninth grade of secondary basic education, which is related to the locus of the centers of the circumferences that contain two given points. For the development of the solving process, the students were supported by a dynamic geometry program. Supported by theoretical elements framed in instrumental genesis and scientific reasoning, we analyze the process carried out by these students with the aim of highlighting the synergy between the use of tools and functions of a computational program of this nature (specifically GeoGebra), and the scientific reasoning that the students manifest when confronting the problem. Based on the analysis carried out, we show how this synergy leads to the conformation of a duo that drives processes of the mathematical activity expected in the school.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Razonamiento científico]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Geometría dinámica]]></kwd>
<kwd lng="es"><![CDATA[Génesis instrumental]]></kwd>
<kwd lng="es"><![CDATA[GeoGebra]]></kwd>
<kwd lng="en"><![CDATA[Scientific reasoning]]></kwd>
<kwd lng="en"><![CDATA[Problem solving]]></kwd>
<kwd lng="en"><![CDATA[Dynamic geometry]]></kwd>
<kwd lng="en"><![CDATA[Instrumental genesis]]></kwd>
<kwd lng="en"><![CDATA[GeoGebra]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[National Council of Teachers of Mathematics]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
