<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362023000200147</article-id>
<article-id pub-id-type="doi">10.12802/relime.23.2621</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprender funciones como un proceso de matematización progresiva: estudiantes de secundaria enfrentado una secuencia didáctica de caída libre]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning functions as a process of progressive mathematization: High school students facing a didactic sequence on free fall]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Polo]]></surname>
<given-names><![CDATA[Rosa Isela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castañeda]]></surname>
<given-names><![CDATA[Apolo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>26</volume>
<numero>2</numero>
<fpage>147</fpage>
<lpage>175</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362023000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362023000200147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362023000200147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación analiza cómo los estudiantes de secundaria comprenden y desarrollan el concepto de función a través de una secuencia didáctica que utiliza la caída libre como fenómeno de estudio. Enmarcada en la Educación Matemática Realista, la secuencia promueve un aprendizaje activo y motiva la transición desde el conocimiento informal hacia el formal. La metodología comprende etapas de anticipación, experimentación, análisis mediante el software Tracker y formulación algebraica. Este diseño didáctico motiva a que los alumnos transiten desde una percepción intuitiva hacia una comprensión abstracta y general de las funciones. Los resultados destacan avances en la habilidad de los estudiantes para vincular distintas representaciones de funciones, gráficas, algebraicas, tabulares o descriptivas. El uso de la herramienta Tracker fue fundamental al apoyar la visualización y análisis de los datos. La investigación concluye que la matematización progresiva y el aprendizaje activo son útiles para una comprensión integral y versátil de las funciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research examines how high school students understand and develop the concept of function through a didactic sequence that uses free fall as the phenomenon of study. Framed within Realistic Mathematics Education, the sequence fosters active learning and encourages the transition from informal to formal knowledge. The methodology includes stages of anticipation, experimentation, analysis using Tracker software, and algebraic formulation. This didactic design motivates students to move from an intuitive perception to an abstract and general understanding of functions. The results highlight students&#8217; progress in linking different representations of functions, whether graphical, algebraic, tabular, or descriptive. Using the Tracker tool was fundamental in supporting the visualization and analysis of the data. The research concludes that progressive mathematization and active learning are helpful for a comprehensive and versatile understanding of functions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa analisa como os estudantes do ensino médio compreendem e desenvolvem o conceito de função através de uma sequência didática que utiliza a queda livre como fenômeno de estudo. Enquadrada na Educação Matemática Realista, a sequência promove uma aprendizagem ativa e motiva a transição do conhecimento informal para o formal. A metodologia compreende etapas de antecipação, experimentação, análise por meio do software Tracker e formulação algébrica. Este desenho didático motiva os alunos a passarem de uma percepção intuitiva para uma compreensão abstrata e geral das funções. Os resultados destacam avanços na habilidade dos estudantes de vincular diferentes representações de funções, sejam gráficas, algébricas, tabulares ou descritivas. O uso da ferramenta Tracker foi fundamental para apoiar a visualização e análise dos dados. A pesquisa conclui que a matematização progressiva e a aprendizagem ativa são úteis para uma compreensão integral e versátil das funções.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette recherche examine comment les élèves du secondaire comprennent et développent le concept de fonction à travers une séquence didactique qui utilise la chute libre comme phénomène d&#8217;étude. Encadrée dans l&#8217;Éducation Mathématique Réaliste, la séquence favorise un apprentissage actif et encourage la transition de la connaissance informelle vers la connaissance formelle. La méthodologie comprend des étapes d&#8217;anticipation, d&#8217;expérimentation, d&#8217;analyse à l&#8217;aide du logiciel Tracker et de formulation algébrique. Ce design didactique motive les élèves à passer d&#8217;une perception intuitive à une compréhension abstraite et générale des fonctions. Les résultats soulignent des progrès dans la capacité des étudiants à relier différentes représentations de fonctions, graphiques, algébriques, tabulaires ou descriptives. L&#8217;utilisation de l&#8217;outil Tracker a été fondamentale pour soutenir la visualisation et l&#8217;analyse des données. La recherche conclut que la mathématisation progressive et l&#8217;apprentissage actif sont utiles pour une compréhension intégrale et polyvalente des fonctions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Matematización progresiva]]></kwd>
<kwd lng="es"><![CDATA[Modelación matemática]]></kwd>
<kwd lng="es"><![CDATA[Uso de tecnología]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de las funciones]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática Realista]]></kwd>
<kwd lng="en"><![CDATA[Progressive mathematization]]></kwd>
<kwd lng="en"><![CDATA[Mathematical modeling]]></kwd>
<kwd lng="en"><![CDATA[Use of technology]]></kwd>
<kwd lng="en"><![CDATA[Learning of functions]]></kwd>
<kwd lng="en"><![CDATA[Realistic Mathematics Education]]></kwd>
<kwd lng="pt"><![CDATA[Matematização progressiva]]></kwd>
<kwd lng="pt"><![CDATA[Modelagem matemática]]></kwd>
<kwd lng="pt"><![CDATA[Uso de tecnología]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem das funções]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática Realista]]></kwd>
<kwd lng="fr"><![CDATA[Mathématisation progressive]]></kwd>
<kwd lng="fr"><![CDATA[Modélisation mathématique]]></kwd>
<kwd lng="fr"><![CDATA[Utilisation de la technologie]]></kwd>
<kwd lng="fr"><![CDATA[Apprentissage des fonctions]]></kwd>
<kwd lng="fr"><![CDATA[Éducation Mathématique Réaliste]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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