<?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>S1665-24362023000300357</article-id>
<article-id pub-id-type="doi">10.12802/relime.23.2634</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Enseñanza del Cálculo diferencial e integral asistido por el software GeoGebra]]></article-title>
<article-title xml:lang="en"><![CDATA[Differential and integral Calculus teaching assisted by GeoGebra software]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Laderas Huillcahuari]]></surname>
<given-names><![CDATA[Edison]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acori Flores]]></surname>
<given-names><![CDATA[Vladimir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villa Pérez]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional San Cristóbal de Huamanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional San Cristóbal de Huamanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional San Cristóbal de Huamanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</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>3</numero>
<fpage>357</fpage>
<lpage>377</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362023000300357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362023000300357&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362023000300357&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio evaluó el impacto del software GeoGebra en la enseñanza del cálculo diferencial e integral en educación superior, analizando autorregulación, metacognición, significatividad, percepción del entorno, lenguaje simbólico y razonamiento. Se utilizó un enfoque cuantitativo y un diseño cuasi experimental con dos grupos independientes (N=60), recopilando datos mediante cuestionarios y escalas tipo Likert, analizados con estadística no paramétrica. Los resultados mostraron mejoras significativas en metacognición, lenguaje simbólico y percepción, potenciando el pensamiento matemático y espacial. El test de Kolmogorov-Smirnov (D=1) indicó una alta desviación entre los grupos. El estudio concluye que GeoGebra es una herramienta innovadora que mejora el aprendizaje de las matemáticas. Futuras investigaciones podrían explorar el uso de GeoGebra en diversas áreas matemáticas, evaluando su efectividad junto con estrategias pedagógicas innovadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study evaluated the impact of GeoGebra software in the teaching of differential and integral calculus in higher education, analyzing self-regulation, metacognition, meaningfulness, perception of the environment, symbolic language and reasoning. A quantitative approach and a quasi-experimental design with two independent groups (N=60) were used, collecting data through questionnaires and Likert-type scales, analyzed with non-parametric statistics. The results showed significant improvements in metacognition, symbolic language and perception, enhancing mathematical and spatial thinking. The Kolmogorov-Smirnov test (D=1) indicated a high deviation between groups. The study concludes that GeoGebra is an innovative tool that improves mathematics learning. Future research could explore the use of GeoGebra in various mathematical areas, evaluating its effectiveness along with innovative pedagogical strategies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo avaliou o impacto do software GeoGebra no ensino do cálculo diferencial e integral no ensino superior, analisando a autorregulação, a metacognição, o significado, a perceção do ambiente, a linguagem simbólica e o raciocínio. Utilizámos uma abordagem quantitativa e um desenho quasi-experimental com dois grupos independentes (N=60), recolhendo dados através de questionários e escalas do tipo Likert, analisados com estatística não paramétrica. Os resultados revelaram melhorias significativas ao nível da metacognição, da linguagem simbólica e da perceção, potenciando o raciocínio matemático e espacial. O teste de Kolmogorov-Smirnov (D=1) indicou um desvio elevado entre os grupos. O estudo conclui que o GeoGebra é uma ferramenta inovadora que melhora a aprendizagem da matemática. Futuras investigações poderão explorar a utilização do GeoGebra em várias áreas matemáticas, avaliando a sua eficácia em conjunto com estratégias pedagógicas inovadoras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude a évalué l'impact du logiciel GeoGebra sur l'enseignement du calcul différentiel et intégral dans l'enseignement supérieur, en analysant l'autorégulation, la métacognition, la signification, la perception de l'environnement, le langage symbolique et le raisonnement. Nous avons utilisé une approche quantitative et une conception quasi-expérimentale avec deux groupes indépendants (N=60), en recueillant des données par le biais de questionnaires et d'échelles de type Likert, analysées à l'aide de statistiques non paramétriques. Les résultats ont montré des améliorations significatives de la métacognition, du langage symbolique et de la perception, ainsi qu'un renforcement de la pensée mathématique et spatiale. Le test de Kolmogorov-Smirnov (D=1) a révélé un écart important entre les groupes. L'étude conclut que GeoGebra est un outil innovant qui améliore l'apprentissage des mathématiques. Des recherches futures pourraient explorer l'utilisation de GeoGebra dans divers domaines mathématiques, en évaluant son efficacité avec des stratégies pédagogiques innovantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cálculo diferencial e integral]]></kwd>
<kwd lng="es"><![CDATA[metacognición]]></kwd>
<kwd lng="es"><![CDATA[innovación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[GeoGebra]]></kwd>
<kwd lng="en"><![CDATA[differential and integral calculus]]></kwd>
<kwd lng="en"><![CDATA[metacognition]]></kwd>
<kwd lng="en"><![CDATA[innovation]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning]]></kwd>
<kwd lng="en"><![CDATA[GeoGebra]]></kwd>
<kwd lng="pt"><![CDATA[Cálculo diferencial e integral]]></kwd>
<kwd lng="pt"><![CDATA[metacognição]]></kwd>
<kwd lng="pt"><![CDATA[inovação]]></kwd>
<kwd lng="pt"><![CDATA[ensino e aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[GeoGebra]]></kwd>
<kwd lng="fr"><![CDATA[Calcul différentielle et intégrale]]></kwd>
<kwd lng="fr"><![CDATA[métacognition]]></kwd>
<kwd lng="fr"><![CDATA[innovation]]></kwd>
<kwd lng="fr"><![CDATA[enseignement-apprentissage]]></kwd>
<kwd lng="fr"><![CDATA[GeoGebra]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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