<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732020000100083</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los argumentos de estudiantes universitarios en la solución de problemas sobre ecuaciones diferenciales ordinarias (EDO)]]></article-title>
<article-title xml:lang="en"><![CDATA[University students&#8217; arguments in solving ordinary differential equations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cervantes-Barraza]]></surname>
<given-names><![CDATA[Jonathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ordoñez-Cuastumal]]></surname>
<given-names><![CDATA[Joan Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales-Carballo]]></surname>
<given-names><![CDATA[Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Occidente  ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>82</numero>
<fpage>83</fpage>
<lpage>103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732020000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732020000100083&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732020000100083&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen Presentamos un estudio sobre los argumentos que los estudiantes construyen en el contexto de las ecuaciones diferenciales ordinarias (EDO) en el nivel universitario. Esta investigación nació de la necesidad de dotar de significado los problemas sobre las EDO, en razón de que numerosas investigaciones indican la desconexión entre los procedimientos algebraico-numéricos y las representaciones gráficas que realizan los estudiantes. La investigación tiene como objetivo evidenciar los tipos de argumentos que potencian la conexión del enfoque algebraico-numérico con el gráfico. Para ello, diseñamos y desarrollamos un experimento de enseñanza con estudiantes universitarios en el curso de ecuaciones diferenciales y reconstruimos los argumentos junto con los razonamientos emergentes en la solución de problemas sobre las EDO con la ayuda de la propuesta metodológica de Conner. Como parte de los resultados, identificamos que los argumentos de tipo abductivo y deductivo permiten a los estudiantes relacionar los procedimientos analíticos con lo gráfico, es decir, dotan de significado a las expresiones algebraicas en términos de representaciones gráficas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract We present a study about the construction of students&#8217; arguments in the context of ordinary differential equations (ODE) at university level. This research stems from the need of giving meaning to ODE problems, because numerous researches indicate there is disconnection in algebraic-numeric procedures with graphical representations made by students. The research objective is to show the kind of arguments that boost the connection of algebraic-numeric with graphical. To do so, we designed and developed a teaching experiment with university students in the course of differential equations, and we reconstructed the arguments at the same time with emerged reasonings in the solution of ODE problems based on Conner&#8217;s methodological proposal. As part of our findings, we identified that the abductive and deductive arguments allow students to relate analytic procedures with graphic, that is, to give meaning to algebraic expressions in terms of graphical representations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Argumentación]]></kwd>
<kwd lng="es"><![CDATA[ecuaciones diferenciales ordinarias]]></kwd>
<kwd lng="es"><![CDATA[experimento de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[razonamientos]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="en"><![CDATA[ordinary differential equations]]></kwd>
<kwd lng="en"><![CDATA[teaching experiment]]></kwd>
<kwd lng="en"><![CDATA[reasoning]]></kwd>
</kwd-group>
</article-meta>
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