<?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>S1665-24362024000300335</article-id>
<article-id pub-id-type="doi">10.12802/relime.24.2733</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Expandindo telas em educação matemática com o Geogebra: produzindo conceitos de integrais duplas com o smartphone]]></article-title>
<article-title xml:lang="en"><![CDATA[Expanding screens in mathematical education with Geogebra: producing concepts of double integrals with smartphone]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira Ragoni]]></surname>
<given-names><![CDATA[Victor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana de Souza Chiari]]></surname>
<given-names><![CDATA[Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul. Campo Grande-MS Programa de Pós-Graduação em Educação Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul. Campo Grande-MS Programa de Pós-Graduação em Educação Matemática ]]></institution>
<addr-line><![CDATA[ ]]></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>3</numero>
<fpage>335</fpage>
<lpage>368</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362024000300335&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362024000300335&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362024000300335&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Nesse artigo, objetivamos analisar processos de produção de conhecimento sobre integrais duplas com smartphone e GeoGebra com alunos do Ensino Superior através da Teoria da Atividade. Como referencial teórico encontramos na terceira geração da Teoria da Atividade (TA) suporte para a análise da atividade humana. Na produção de dados, de natureza qualitativa, desenvolvemos um Projeto de Ensino de Graduação com duração de cinco encontros durante três segundas-feiras em novembro de 2019, no qual participaram 11 alunos dos cursos de Matemática e Física. Por meio de gravação de tela do próprio smartphone dos participantes, de produção escrita e entrevista, analisamos os vídeos de um trio e interpretamos que o smartphone, por meio do apelo visual e da capacidade de feedback instantâneo, possui potencial para provocar, ou favorecer, transformação nos modos de produzir conhecimentos sobre integrais duplas, observar o que significa a extensão dos conceitos de integrais. Os resultados mostram que os participantes expandiram conceitos de integrais simples para integrais duplas, embora com algumas imprecisões. O uso do smartphone com GeoGebra favoreceu a aprendizagem pela visualização e interação, mas sua eficácia dependeu da mediação da comunidade. Tensões internas no sistema de atividade impulsionaram reconstruções conceituais, enquanto limitações técnicas dos dispositivos foram identificadas. De forma geral, a produção de conhecimento ocorreu de maneira coletiva e mediada, confirmando a adequação da Teoria da Atividade para a análise.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este artículo, nos proponemos analizar procesos de producción de conocimiento sobre integrales dobles con el uso de smartphones y GeoGebra con estudiantes de Educación Superior, a partir de la Teoría de la Actividad. Como marco teórico, encontramos en la tercera generación de la Teoría de la Actividad (TA) un soporte para el análisis de la actividad humana. En la producción de datos, de naturaleza cualitativa, desarrollamos un Proyecto de Enseñanza de Grado con una duración de cinco encuentros realizados durante tres lunes del mes de noviembre de 2019, en el cual participaron 11 estudiantes de las carreras de Matemáticas y Física. Por medio de grabaciones de pantalla del propio smartphone de los participantes, producciones escritas y entrevistas, analizamos los videos de un trío y llegamos a interpretar que el smartphone, gracias a su atractivo visual y su capacidad de ofrecer retroalimentación inmediata, posee potencial para provocar o favorecer transformaciones en las formas de producir conocimiento sobre integrales dobles, así como para observar lo que implica la extensión de los conceptos de integrales. Los resultados muestran que los participantes ampliaron conceptos de integrales simples hacia integrales dobles, aunque con algunas imprecisiones. El uso del smartphone junto con GeoGebra favoreció el aprendizaje mediante la visualización y la interacción, pero su eficacia dependió de la mediación de la comunidad. Tensiones internas en el sistema de actividad impulsaron reconstrucciones conceptuales, mientras que se identificaron limitaciones técnicas en los dispositivos. En términos generales, la producción de conocimiento se dio de forma colectiva y mediada, lo que confirma la adecuación de la Teoría de la Actividad como herramienta de análisis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this article, we aim to analyze processes of knowledge production about double integrals using smartphones and GeoGebra with higher education students, through the lens of Activity Theory. As a theoretical framework, we draw on the third generation of Activity Theory (AT) to support the analysis of human activity. For data production, of a qualitative nature, we developed an Undergraduate Teaching Project over the course of five sessions held across three Mondays in November 2019, involving 11 students from Mathematics and Physics programs. Through smartphone screen recordings made by the participants themselves, along with written productions and interviews, we analyzed the videos of one trio and interpreted that the smartphone-through its visual appeal and capacity for instant feedback-has potential to provoke or support transformations in the ways knowledge about double integrals is produced, and to help visualize the extension of integral concepts. The results show that participants expanded their understanding from single to double integrals, albeit with some inaccuracies. The use of smartphones with GeoGebra supported learning through visualization and interaction, though its effectiveness depended on community mediation. Internal tensions within the activity system drove conceptual reconstructions, while technical limitations of the devices were also identified. Overall, knowledge production occurred in a collective and mediated way, confirming the suitability of Activity Theory as an analytical framework.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ Dans cet article, nous avons pour objectif d&#8217;analyser les processus de production de connaissances sur les intégrales doubles à l&#8217;aide de smartphones et de GeoGebra avec des étudiants de l&#8217;enseignement supérieur, à travers la Théorie de l&#8217;Activité. Comme cadre théorique, nous nous appuyons sur la troisième génération de la Théorie de l&#8217;Activité (TA), qui offre un soutien pertinent pour l&#8217;analyse de l&#8217;activité humaine. Pour la production de données, de nature qualitative, nous avons mené un projet d&#8217;enseignement de niveau licence, composé de cinq séances réparties sur trois lundis du mois de novembre 2019, avec la participation de 11 étudiants inscrits en mathématiques et en physique. À partir des enregistrements d&#8217;écran réalisés directement sur les smartphones des participants, de productions écrites et d&#8217;entretiens, nous avons analysé les vidéos d&#8217;un trio d&#8217;étudiants. Nous avons interprété que le smartphone, grâce à son attrait visuel et à sa capacité de rétroaction instantanée, possède un potentiel pour provoquer ou favoriser des transformations dans les manières de produire des connaissances sur les intégrales doubles, ainsi que pour visualiser l&#8217;extension des concepts d&#8217;intégrale. Les résultats montrent que les participants ont élargi leurs concepts des intégrales simples aux intégrales doubles, bien que certaines imprécisions aient été observées. L&#8217;utilisation du smartphone avec GeoGebra a favorisé l&#8217;apprentissage par la visualisation et l&#8217;interaction, mais son efficacité a dépendu de la médiation de la communauté. Des tensions internes au sein du système d&#8217;activité ont conduit à des reconstructions conceptuelles, tandis que des limitations techniques des dispositifs ont été identifiées. De manière générale, la production de connaissances s&#8217;est faite de manière collective et médiée, confirmant la pertinence de la Théorie de l&#8217;Activité comme outil d&#8217;analyse.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Teoría de la actividad]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Cálculo integral]]></kwd>
<kwd lng="es"><![CDATA[Producción de Conocimiento]]></kwd>
<kwd lng="en"><![CDATA[Digital Technologies]]></kwd>
<kwd lng="en"><![CDATA[Activity Theory]]></kwd>
<kwd lng="en"><![CDATA[University Education]]></kwd>
<kwd lng="en"><![CDATA[Integral Calculation]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Production]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Digitais]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Atividade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Cálculo Integral]]></kwd>
<kwd lng="pt"><![CDATA[Produção de Conhecimento]]></kwd>
<kwd lng="fr"><![CDATA[Technologies Numériques]]></kwd>
<kwd lng="fr"><![CDATA[Théorie de l&#8217;Activité]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement Supérieur]]></kwd>
<kwd lng="fr"><![CDATA[Calcul Intégral]]></kwd>
<kwd lng="fr"><![CDATA[Production de Connaissances]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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