<?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>S2007-74672024000200745</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2111</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El sistema de prácticas del enfoque ontosemiótico en plataforma Moodle para la enseñanza de interpolación polinomial]]></article-title>
<article-title xml:lang="en"><![CDATA[The ontosemiotic approach practice system in Moodle platform for teaching Polynomial Interpolation]]></article-title>
<article-title xml:lang="pt"><![CDATA[O sistema de práticas da abordagem ontossemiótica na plataforma Moodle para o ensino da interpolação polynomial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrillo Ramírez]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Videgaray]]></surname>
<given-names><![CDATA[María del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canchola Magdaleno]]></surname>
<given-names><![CDATA[Sandra Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200745&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200745&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200745&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La asignatura Métodos Numéricos es obligatoria en las carreras de matemáticas e ingeniería debido a que es fundamental para muchos desarrollos computacionales actuales. Sin embargo, aunque su aprendizaje requiere que los estudiantes posean un conocimiento matemático adecuado para comprender y aplicar estos métodos, la enseñanza suele centrarse en la mecanización, lo que conduce a aprendizajes insuficientes. En este contexto, el enfoque ontosemiótico (EOS) (Godino et al., 2007) es un sistema teórico que integra diversas teorías de didáctica de la matemática, y supone que la actividad numérica se centra en la resolución de problemas. Por tanto, en este estudio se propuso construir y probar una ruta tecnopedagógica basada en el sistema de prácticas del EOS implementada en Moodle con el fin de desarrollar el conocimiento matemático necesario para el aprendizaje y aplicación de métodos de interpolación polinomial. Para ello, se siguió la metodología de investigación-acción con el propósito de desarrollar materiales y actividades, y seleccionar problemas contextualizados disponibles en la plataforma Moodle. Los estadísticos generados por la plataforma ayudaron a validar la ruta propuesta, y se realizó un análisis cuantitativo de las calificaciones y registros en Moodle, junto con un análisis cualitativo de la percepción de los estudiantes. Los resultados muestran que el sistema de prácticas del EOS implementado en Moodle mejora el aprendizaje matemático, con una tasa de aprobación del 86 %. Asimismo, los estudiantes destacaron que los problemas contextualizados fueron el elemento que más contribuyó a su aprendizaje. Por tanto, se puede sugerir que esta propuesta podría generalizarse para la enseñanza de matemáticas computacionales en educación superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The subject of numerical methods is a must in mathematics and engineering careers; its formative practice is the substantial basis of many of the current computational developments. Its learning requires that the student has the mathematical knowledge that allows him/her to understand and apply them, however, its teaching is usually focused on mechanization, producing insufficient learning. The Ontosemiotic Approach (EOS) (Godino et al., 2007) is a theoretical system that integrates various theories of Didactics of Mathematics, which assumes that mathematical activity is focused on problem solving. The objective of this work was to build and test a technopedagogical route based on the EOS practice system implemented in Moodle to achieve the mathematical knowledge required for the learning and application of polynomial interpolation methods. The research-action methodology was followed. Materials, activities and contextualized problems were elaborated and selected, all arranged in the Moodle platform. The statistics generated by the platform provided elements that allowed validating the route. A quantitative analysis was made of the grades and records in the Moodle platform, and a qualitative analysis of the students' perception. The results reveal that the EOS practice system implemented in the Moodle platform improves mathematical learning, achieving 86% school approval. Students recognize the contextualized problems as the element that contributed most to their learning. This proposal could be generalized for teaching computational mathematics in higher education with promising results.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A disciplina de Métodos Numéricos é obrigatória nos cursos de matemática e engenharia porque é fundamental para muitos desenvolvimentos computacionais atuais. No entanto, embora a sua aprendizagem exija que os alunos tenham conhecimentos matemáticos adequados para compreender e aplicar estes métodos, o ensino normalmente centra-se na mecanização, o que leva a uma aprendizagem insuficiente. Neste contexto, a abordagem ontossemiótica (EOS) (Godino et al., 2007) é um sistema teórico que integra diversas teorias do ensino da matemática e assume que a atividade numérica se concentra na resolução de problemas. Portanto, este estudo se propôs a construir e testar um percurso técnico-pedagógico baseado no sistema de prática EOS implementado no Moodle a fim de desenvolver o conhecimento matemático necessário ao aprendizado e aplicação de métodos de interpolação polinomial. Para isso, seguiu-se a metodologia da pesquisa-ação com o objetivo de desenvolver materiais e atividades, e selecionar problemas contextualizados disponíveis na plataforma Moodle. As estatísticas geradas pela plataforma ajudaram a validar o percurso proposto, sendo realizada uma análise quantitativa das notas e registros no Moodle, juntamente com uma análise qualitativa da percepção dos alunos. Os resultados mostram que o sistema de prática EOS implementado no Moodle melhora a aprendizagem matemática, com uma taxa de aprovação de 86%. Da mesma forma, os alunos destacaram que os problemas contextualizados foram o elemento que mais contribuiu para a sua aprendizagem. Portanto, pode-se sugerir que esta proposta poderia ser generalizada para o ensino de matemática computacional no ensino superior.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[semiótica]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[tecnopedagógico]]></kwd>
<kwd lng="es"><![CDATA[métodos numéricos]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[semiotic]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[techno-pedagogic]]></kwd>
<kwd lng="en"><![CDATA[numerical methods]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="pt"><![CDATA[semiótica]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[tecnopedagógico]]></kwd>
<kwd lng="pt"><![CDATA[métodos numéricos]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
</kwd-group>
</article-meta>
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