<?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>S2448-80892022000100070</article-id>
<article-id pub-id-type="doi">10.24844/em3401.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El papel de los conceptos geométricos como base para el aprendizaje del método simplex]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of the geometric concepts in the learning of the simplex method]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simg]]></surname>
<given-names><![CDATA[René]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trigueros]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Google  ]]></institution>
<addr-line><![CDATA[Cd. de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico Autónomo de México Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[Cd. de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>70</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000100070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000100070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000100070&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La programación lineal es un primer acercamiento del estudiante universitario a la optimización numérica, cuyos conceptos suelen requerir un alto nivel de abstracción, por lo que es importante entender la forma en que se construyen los conceptos relacionados con este método en su versión gráfica y aquéllos más abstractos, involucrados en el método simplex. En este artículo se reportan los resultados obtenidos a partir de un estudio en el que se utiliza la teoría APOE y la modelación, en la enseñanza de este método a estudiantes de un primer curso universitario de álgebra lineal. Los resultados obtenidos muestran, en primer término, que este acercamiento favorece la construcción con sentido del modelo geométrico, así como la de su relación con los pasos del algoritmo simplex. Estas construcciones juegan un papel importante en la comprensión de los conceptos involucrados en la formalización de este último. Este estudio contribuye a la literatura, en tanto que el tema de la programación lineal ha recibido muy poca atención de los investigadores a pesar de que forma parte de diversos cursos de álgebra lineal. Además, los resultados ponen de manifiesto la posibilidad de que los estudiantes comprendan los conceptos involucrados en el método simplex.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Linear programming constitutes university students&#8217; first approach to numerical optimization. The involved concepts require a high level of abstraction. It is thus important to understand how they are constructed. This study presents the results obtained from the use of an APOS Theory based didactical model together with a simple modeling problem to teach the elementary linear programing concepts starting from the basic problem and finishing with the simplex algorithm to students in their first Linear Algebra course. Results show that this didactic approach fosters a meaningful construction of the geometrical model and of its relation to the simplex algorithm steps. These constructions play an important role in the understanding of the concepts involved in the formalization of this algorithm. This study contributes to the literature in studying a topic, linear programming, which has received very little attention from researchers, although it is part of many linear algebra courses at the university level. Moreover, results show that students understand the concepts involved in the simplex algorithm.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Programación lineal]]></kwd>
<kwd lng="es"><![CDATA[método simplex]]></kwd>
<kwd lng="es"><![CDATA[representación geométrica]]></kwd>
<kwd lng="es"><![CDATA[teoría APOE]]></kwd>
<kwd lng="es"><![CDATA[modelación.]]></kwd>
<kwd lng="en"><![CDATA[Linear programming]]></kwd>
<kwd lng="en"><![CDATA[simplex method]]></kwd>
<kwd lng="en"><![CDATA[geometric representation]]></kwd>
<kwd lng="en"><![CDATA[APOS Theory]]></kwd>
<kwd lng="en"><![CDATA[modeling.]]></kwd>
</kwd-group>
</article-meta>
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