<?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>S1665-24362024000100105</article-id>
<article-id pub-id-type="doi">10.12802/relime.24.2714</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uso de um artefato computacional para explorar a covariação: um estudo das gêneses instrumentais de licenciandos em Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Using a computational artifact to explore covariation: a study of the instrumental genesis of mathematics graduates]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[César Thiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gitirana]]></surname>
<given-names><![CDATA[Verônica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Caruaru ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>105</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362024000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362024000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta resultados destacados de um estudo que investigou os efeitos do uso de um artefato computacional no raciocínio covariacional de estudantes e a sua relação com a transposição informática do conceito de covariação nesse artefato. A metodologia consistiu em um estudo de casos múltiplos das gêneses instrumentais de licenciandos em Matemática em situações de covariação com o GeoGebra. O uso instrumentado de ferramentas de suporte à quantificação da variação articuladas de forma dinâmica com as representações da função contribuiu para uma interpretação covariacional do gráfico e para a coordenação da covariação contínua. Por outro lado, restrições foram relacionadas à representação da variação com segmentos dinâmicos nas situações de variação negativa e à influência de esquemas baseados em uma visão de função como correspondência e em uma visão estática do gráfico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents highlighted results of a study that investigated the effects of using a computational artifact on students' covariational reasoning and its relationship with the informatics transposition of the concept of covariation in this artifact. The methodology consisted of a multiple case study of the instrumental genesis of pre-service mathematics teachers who explored situations involving covariation with GeoGebra. The instrumented use of tools that support the quantification of variation dynamically connected with the function representations contributed to a covariational interpretation of the graph and the coordination of continuous covariation. On the other hand, restrictions were related to the representation of variation by dynamic segments in situations of negative variation and the influence of schemes based on a view of function as correspondence and on a static view of the graph.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se presentan resultados destacados de un estudio que investigó los efectos del uso de un artefacto computacional en el razonamiento covariacional de los estudiantes y su relación con la transposición informática del concepto de covariación en dicho artefacto. La metodología consistió en un estudio de casos múltiples de la génesis instrumental de profesores de matemáticas en formación en situaciones de covariación con GeoGebra. El uso instrumentado de herramientas para apoyar la cuantificación de la variación articuladas dinámicamente con representaciones de funciones contribuyó a una interpretación covariacional del gráfico y a la coordinación de la covariación continua. Por otro lado, las restricciones estuvieron relacionadas con la representación de la variación con segmentos dinámicos en situaciones de variación negativa y con la influencia de esquemas basados en una visión de función como correspondencia y una visión estática del gráfico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé:  Cet article présente les résultats mis en évidence d'une étude qui a examiné les effets de l'utilisation d'un artefact informatique sur le raisonnement covariationnel des étudiants et sa relation avec la transposition informatique du concept de covariation dans cet artefact. La méthodologie consistait en une étude de cas multiples sur la genèse instrumentale des enseignants de mathématiques en formation initiale en situation de covariation avec GeoGebra. L'utilisation instrumentée d'outils d'aide à la quantification de la variation articulée dynamiquement avec des représentations de la fonction a contribué à une interprétation covariationnelle du graphique et à la coordination de la covariation continue. D'autre part, des restrictions ont été liées à la représentation de la variation par segments dynamiques dans des situations de variation négative et à l'influence de schémas basés sur une vision de la fonction comme correspondance et sur une vision statique du graphique.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia educacional]]></kwd>
<kwd lng="pt"><![CDATA[Raciocínio covariacional]]></kwd>
<kwd lng="pt"><![CDATA[Gênese instrumental]]></kwd>
<kwd lng="pt"><![CDATA[Transposição informática]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Educational technology]]></kwd>
<kwd lng="en"><![CDATA[Covariational reasoning]]></kwd>
<kwd lng="en"><![CDATA[Instrumental genesis]]></kwd>
<kwd lng="en"><![CDATA[Informatics transposition]]></kwd>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[Tecnología educativa]]></kwd>
<kwd lng="es"><![CDATA[Razonamiento covariacional]]></kwd>
<kwd lng="es"><![CDATA[Génesis instrumental]]></kwd>
<kwd lng="es"><![CDATA[Transposición informática]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Technologie éducative]]></kwd>
<kwd lng="fr"><![CDATA[Raisonnement covariationnel]]></kwd>
<kwd lng="fr"><![CDATA[Genèse instrumentale]]></kwd>
<kwd lng="fr"><![CDATA[Transposition informatique]]></kwd>
</kwd-group>
</article-meta>
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