<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672023000200137</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i27.1633</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de la instrumentalización e instrumentación que genera el uso de GeoGebra en la enseñanza tradicional de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of the instrumentalization and instrumentation generated using GeoGebra in the traditional teaching of mathematics]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise da instrumentalização e instrumentação gerada pelo uso do GeoGebra no ensino tradicional de matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coca Santillana]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benítez Pérez]]></surname>
<given-names><![CDATA[Alma Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Estudios Científicos y Tecnológicos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Estudios Científicos y Tecnológicos ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672023000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672023000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672023000200137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación analiza las consecuencias cognitivas que genera el uso del software GeoGebra como instrumento tecnológico para el aprendizaje de las matemáticas, específicamente en la unidad de aprendizaje de Geometría Analítica en el nivel medio superior (bachillerato). Para ello, se empleó la teoría de la instrumentación como marco teórico por ser pertinente para reconocer las limitaciones y posibilidades de un instrumento tecnológico a través del descubrimiento de sus funciones, su personalización y ajuste para lograr sus objetivos. La metodología utilizada fue comparativa y se centró en la búsqueda del aprendizaje en matemáticas, en un sentido tradicional y con la introducción del software GeoGebra, lo que evidenció relaciones que logren establecer en el dominio cognitivo. Los hallazgos de esta investigación cualitativa revelaron diferencias cognitivas en el uso del software GeoGebra, por lo que se propone el empleo óptimo según la dificultad que los estudiantes percibieron en los diversos temas matemáticos. Este grado de dificultad percibido por los estudiantes permitió una clasificación en cinco perfiles asignados a los niveles de instrumentalización e instrumentación logrados en los primeros ejercicios. La aplicación de esta clasificación permitió un uso terso y eficiente del software Geo-Gebra por parte de los estudiantes y generar en ellos mayor seguridad y la posibilidad de terminar los procedimientos de cada ejercicio. Como resultado de la propuesta, se logró que el grupo de estudiantes que anteriormente no lograba terminar los ejercicios o que los hacían de manera incorrecta terminaran el tercer ejercicio. La construcción de un instrumento GeoGebra-estudiante, con su uso adecuado, nos permite equilibrar el desempeño de los estudiantes en un grupo no homogéneo, en el aspecto cognitivo. Los resultados de la presente investigación son importantes porque permiten fortalecer el uso y exploración de la tecnología en el aula de matemáticas para evaluar sus bondades y obstáculos en el proceso de enseñanza-aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research analyzes the cognitive consequences that generate the GeoGebra software use like technological instrument in the learning of the mathematics, specifically in the teaching of Analytic Geometry in high school. This research uses, like theoretical framework, the theory of the Instrumentation because it is pertinent in the process of identification of the limitations and possibilities of a technological instrument by means of the discovery of its functions, its personalization and adjustment to achieve the cognitive objectives. The methodology was comparative focused in the search of the learning in mathematics, in a traditional sense and with the introduction of the software GeoGebra, evidencing relationships that are able to establish in the cognitive domain. At level of discoveries cognitive differences are observed in this qualitative research with the use of the software GeoGebra and the traditional mathematics class, and it is intends the effective use of GeoGebra according to the difficulty that the students perceived in the different mathematical topics. This grade of difficulty perceived by the students allowed a classification in five profiles assigned to the instrumentalization and instrumentation levels achieved in the first exercises. The application of this classification allowed a smooth and efficient use of the software Geo-Gebra by the students and to generate in them bigger security and the possibility of finishing the procedures of each exercise. As a result of the proposal, it was achieved that the group of students that previously was not able to finish the exercises or some made it in an incorrect way, they finished the third exercise. The construction of an instrument GeoGebra-student, with its appropriate use, allows us to balance the acting of the students in a non-homogeneous group, in the cognitive aspect. The results of the present investigation are important because they allow us to strengthen the use and exploration of the technology in the classroom of mathematics, to evaluate their kindness and/or obstacles in the process teaching-learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente investigação analisa as consequências cognitivas geradas pela utilização do software GeoGebra como instrumento tecnológico para a aprendizagem da matemática, especificamente na unidade de aprendizagem de Geometria Analítica do nível secundário superior (ensino médio). Para isso, utilizou-se a teoria da instrumentação como referencial teórico por ser relevante reconhecer as limitações e possibilidades de um instrumento tecnológico através da descoberta de suas funções, sua customização e ajuste para atingir seus objetivos. A metodologia utilizada foi comparativa e focada na busca da aprendizagem em matemática, no sentido tradicional e com a introdução do software GeoGebra, que mostrou relações que se estabeleceram no domínio cognitivo. Os achados desta pesquisa qualitativa revelaram diferenças cognitivas na utilização do software GeoGebra, portanto o uso ideal é proposto de acordo com a dificuldade que os alunos perceberam nos diversos tópicos matemáticos. Este grau de dificuldade percebido pelos alunos permitiu uma classificação em cinco perfis atribuídos aos níveis de instrumentalização e instrumentação alcançados nos primeiros exercícios. A aplicação desta classificação permitiu uma utilização tranquila e eficiente do software Geo-Gebra pelos alunos e gerou maior segurança nos mesmos e possibilidade de realização dos procedimentos de cada exercício. Como resultado da proposta, o grupo de alunos que anteriormente não conseguiu finalizar os exercícios ou que os fez de forma incorreta conseguiu finalizar o terceiro exercício. A construção de um instrumento GeoGebra-aluno, com a sua utilização adequada, permite-nos equilibrar o desempenho dos alunos num grupo não homogéneo, no aspecto cognitivo. Os resultados desta pesquisa são importantes porque permitem fortalecer o uso e a exploração da tecnologia na sala de aula de matemática para avaliar seus benefícios e obstáculos no processo de ensino-aprendizagem.]]></p></abstract>
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</article-meta>
</front><back>
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