<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732018000100039</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Visualizando problemas de la derivada con aplicaciones en dispositivos móviles]]></article-title>
<article-title xml:lang="en"><![CDATA[Visualizing derivative-based problems using applications on mobile devices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Ledesma]]></surname>
<given-names><![CDATA[Elena Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez García]]></surname>
<given-names><![CDATA[Juan Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garay Jiménez]]></surname>
<given-names><![CDATA[Laura Ivoone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>76</numero>
<fpage>39</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732018000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732018000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732018000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Uno de los problemas que se presenta en la enseñanza del Cálculo consiste en que prevalece el trabajo mecánico en las aulas, dejando a un lado la construcción de los conceptos, así como la evasión de consideraciones visuales al abordarlos. Este trabajo se enfoca en proponer elementos que permitan al alumno visualizar situaciones en las que está inmerso el concepto de derivada, como es el caso de la razón de cambio instantánea. Para ello se recurre a la tecnología disponible para los jóvenes, como los dispositivos móviles y aplicaciones de cómputo de uso específico. También se empleó realidad aumentada debido a que esta tecnología ha sido reconocida como apoyo en ciertos aspectos educativos tales como: la atención y relación visoespacial. Para evaluar el sistema se consideró una muestra de 2 grupos de 30 estudiantes cada uno, un grupo fue el de control (GC) y el otro el de estudio (GE), ambos fueron evaluados después de haber trabajado una secuencia de enseñanza, en donde se utilizó la misma prueba y diferentes herramientas. Los resultados mostraron que el grupo de estudio identificó el concepto de derivada resolviendo de forma correcta un porcentaje mayor de reactivos en el cuestionario final en relación al grupo de control. El incremento en promedio del GE fue de 2.6 a 7.4 y del GC fue de 2.08 a 4, por lo que se concluye que actividades apoyadas con dispositivos móviles contribuyen a mejorar la visualización y la construcción de los conceptos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: One of the problems presented in the teaching of calculus is that mechanical work prevails in the classrooms, reducing the time for the construction of concepts, as well as preventing visual considerations when they are approached. This paper focuses on proposing elements that allow students to visualize situations that incorporate the concept of the derivative, such as the case of the reason for instantaneous change. To this end, we used the technology available to young people, such as mobile devices and specific computer applications. We also used Augmented Reality since this technology has been considered a successful support in certain educational aspects, such as attention and visual-spatial relationships. To evaluate the system a sample of two groups of 30 students each was used; one was a control group (CG) and the other a research group (RG). Both were evaluated after having worked through a sequence of teaching in which the same test was used with different tools. The results showed that the research group identified the concept of the derivative and correctly solved a higher percentage of problems in the final questionnaire compared with the control group. The average increase of the RG was from 2.6 to 7.4, and the CG was from 2.08 to 4, which led to the conclusion that activities supported by mobile devices contribute to the improvement of visualization and the construction of concepts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ambiente educativo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[cálculo]]></kwd>
<kwd lng="es"><![CDATA[conocimiento matemático]]></kwd>
<kwd lng="es"><![CDATA[computación y educación]]></kwd>
<kwd lng="es"><![CDATA[dificultades específicas de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Educational environment]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[learning difficulties]]></kwd>
<kwd lng="en"><![CDATA[mathematics knowledge]]></kwd>
<kwd lng="en"><![CDATA[mobile devices]]></kwd>
</kwd-group>
</article-meta>
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