<?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>S1665-26732022000300009</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Secuencia didáctica apoyada con el software GeoGebra y problemas de optimización para el estudio de conceptos de cálculo diferencial]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactical sequence supported by GeoGebra software and optimization problems to study of differential calculus concepts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentes Lara]]></surname>
<given-names><![CDATA[Maximiliano De Las]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar Salinas]]></surname>
<given-names><![CDATA[Wendolyn Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>90</numero>
<fpage>9</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732022000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732022000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732022000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen En esta investigación se llevó a cabo un análisis cuantitativo sobre las habilidades matemáticas que se producen en los estudiantes a partir del uso de una secuencia didáctica que incorpora GeoGebra y problemas de optimización para el estudio de conceptos de cálculo diferencial. La secuencia didáctica es puesta en escena en un entorno universitario con estudiantes de las carreras de ingeniería donde los problemas de optimización son el pretexto natural para el estudio de puntos críticos, función creciente y decreciente, puntos de inflexión y concavidad. El diseño de la estrategia didáctica y la evaluación de las habilidades matemáticas alcanzadas por los estudiantes se basa en la teoría de las representaciones, el instrumento de evaluación es de tipo criterial y el análisis de los resultados muestran que la secuencia didáctica favorece directamente a los estudiantes en la determinación de las coordenadas de máximos y mínimos relativos a partir de su representación gráfica y la asocia ción del signo de la derivada con los intervalos en donde la función es creciente o decreciente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract In this research, a quantitative analysis was carried out on the mathematical skills that are produced in students from the use of a didactical sequence that incorporates GeoGebra and optimization problems to study of differential calculus concepts. The didactical sequence is staged in a university environment with students of engineering careers, where optimization problems are the natural excuse for the study of critical points, increasing and decreasing function, turning points and concavity. The design of the didactic strategy and the evaluation of the mathematical skills achieved by the students is based on the theory of representations, the evaluation instrument is of a criterial type and the analysis of the results show that the didactic sequence directly favors the students in the determination of the coordinates of relative maximums and minimums from their graphic representation, and the association of the sign of the derivative with the intervals where the function is increasing or decreasing.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[cálculo]]></kwd>
<kwd lng="es"><![CDATA[instrumentos de evaluación]]></kwd>
<kwd lng="es"><![CDATA[secuencias didácticas]]></kwd>
<kwd lng="es"><![CDATA[software libre]]></kwd>
<kwd lng="en"><![CDATA[Learning mathematics]]></kwd>
<kwd lng="en"><![CDATA[calculus]]></kwd>
<kwd lng="en"><![CDATA[evaluation tools]]></kwd>
<kwd lng="en"><![CDATA[teaching sequences]]></kwd>
<kwd lng="en"><![CDATA[free software]]></kwd>
</kwd-group>
</article-meta>
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