<?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>S2448-80892023000200047</article-id>
<article-id pub-id-type="doi">10.24844/em3502.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El papel de los juicios de valor en la ciencia didáctica. Diálogo entre la teoría antropológica de lo didáctico y el enfoque ontosemiótico en educación matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of value judgements in didactics. Dialogue between the Anthropological Theory of Didactic and the Ontosemiotic Approach in mathematics education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gascón]]></surname>
<given-names><![CDATA[Josep]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nicolás]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Barcelona Facultad de Ciencias y Biociencias Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>47</fpage>
<lpage>68</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000200047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo es una respuesta al artículo (Godino, 2023), y supone una continuación de un diálogo entre diferentes enfoques en didáctica de las matemáticas iniciado en (Gascón y Nicolás, 2017). Aquí abordamos en profundidad la siguiente cuestión: ¿pueden ser los juicios de valor presentados como resultados de la investigación científica? Para ello, vinculamos esta pregunta con una clásica tesis de Max Weber, y analizamos algunas tesis supuestamente incompatibles con la tesis de Weber. A continuación, argumentamos a favor del carácter no normativo de la ciencia didáctica, y criticamos el papel que se asigna a los criterios de idoneidad didáctica en el Enfoque Ontosemiótico. Terminamos contraponiendo los límites de la ciencia (en particular, la didáctica) con su enorme poder transformador (en particular, de la práctica docente).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work is an answer to the paper (Godino, 2023), and it contributes to a dialogue between different approaches in mathematics education started with (Gascón y Nicolás, 2017). Here we address in depth the following question: can value judgement be presented as results of scientific research? For this, we link this question with a classical thesis by Max Weber, and we analyse some theses allegedly incompatible with that of Weber. Next, we defend the non-normative character of didactics as a scientific activity, and we question the role attributed to the didactic suitability criteria of the Ontosemiotic Approach. Finally, we contrast the limits of science (in particular, didactics) with the great transformative power (in particular, of the teaching practice).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[juicios de valor]]></kwd>
<kwd lng="es"><![CDATA[normatividad]]></kwd>
<kwd lng="es"><![CDATA[actividad científica]]></kwd>
<kwd lng="es"><![CDATA[criterio de idoneidad]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="es"><![CDATA[límites de la ciencia]]></kwd>
<kwd lng="en"><![CDATA[value judgements]]></kwd>
<kwd lng="en"><![CDATA[normativity]]></kwd>
<kwd lng="en"><![CDATA[scientific activity]]></kwd>
<kwd lng="en"><![CDATA[suitability criterion]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="en"><![CDATA[limits of science]]></kwd>
</kwd-group>
</article-meta>
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