<?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>S2007-74672025000200939</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2547</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La construcción de modelos matemáticos en la educación superior: un estudio de caso sobre el Sistema de Ahorro para el Retiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Building mathematical models in higher education: a case study of the Retirement Savings System]]></article-title>
<article-title xml:lang="pt"><![CDATA[Construindo modelos matemáticos no ensino superior: um estudo de caso do Sistema de Poupança-Aposentadoria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Alejo]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200939&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200939&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200939&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presentan los resultados de un estudio de caso cualitativo cuyo objetivo fue analizar cómo la evolución del conocimiento sobre el Sistema de Ahorro para el Retiro (SAR) influyó en la construcción y desarrollo de modelos matemáticos, así como en el uso de herramientas tecnológicas por parte de un estudiante de la Licenciatura en Economía y Finanzas. La situación problema abordada fue real y se relaciona con conceptos matemáticos asociados al interés compuesto. El estudio se enmarcó en la perspectiva de modelos y modelación. Los resultados muestran que el conocimiento inicial del estudiante sobre el SAR influyó en el diseño de un primer modelo con elementos de interés simple. A medida que profundizó en la comprensión del SAR, su modelo matemático evolucionó, evidenciando un mejor uso de la hoja de cálculo en un segundo modelo, aunque aún con ideas limitadas y asociadas al interés simple. En el tercer modelo, incorporó conceptos de interés compuesto, reflejando un mayor nivel de comprensión conceptual. Este avance evidencia cómo el entendimiento del contexto profesional influyó en las decisiones tomadas durante el proceso de modelación y en el uso de tecnología, contribuyendo a una comprensión más profunda del SAR.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of a qualitative case study aimed at analyzing how the evolution of knowledge about the Retirement Savings System (SAR) influenced the construction and development of mathematical models, as well as the use of technological tools, by a student in the Economics and Finance undergraduate program. The problem situation addressed was real and related to mathematical concepts associated with compound interest. The study was framed within the models and modeling perspective. The results show that the student&#8217;s initial knowledge of the SAR influenced the design of a first model with elements of simple interest. As the student deepened his understanding of the SAR, his mathematical model evolved, showing improved use of a spreadsheet in a second model, although still with limited ideas associated with simple interest. In the third model, the student incorporated compound interest concepts, reflecting a higher level of conceptual understanding. This progression shows how understanding the professional context influenced decisions made during the modeling process and the use of technology, contributing to a deeper understanding of the SAR.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresentam-se os resultados de um estudo de caso qualitativo. O objetivo deste estudo foi analisar como a evolução do conhecimento sobre o Sistema de Poupança-Reforma (SAR) influenciou a construção e o desenvolvimento de modelos matemáticos, bem como a utilização de ferramentas tecnológicas por um aluno do curso de Bacharelado em Economia e Finanças. A situação-problema abordada era real e relaciona-se com conceitos matemáticos associados a juros compostos. O estudo foi enquadrado na perspectiva de modelos e modelagem. Os resultados mostram que o conhecimento inicial do aluno sobre o SAR influenciou o desenho de um primeiro modelo com elementos de juros simples. À medida que sua compreensão do SAR se aprofundou, seu modelo matemático evoluiu, evidenciando um melhor uso da planilha eletrônica em um segundo modelo, embora ainda com ideias limitadas associadas a juros simples. No terceiro modelo, ele incorporou conceitos de juros compostos, refletindo um maior nível de compreensão conceitual. Esse progresso demonstra como a compreensão do contexto profissional influenciou as decisões tomadas durante o processo de modelagem e o uso da tecnologia, contribuindo para um entendimento mais aprofundado do SAR.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Modelos matemáticos]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[hoja electrónica de cálculo]]></kwd>
<kwd lng="es"><![CDATA[interés compuesto]]></kwd>
<kwd lng="es"><![CDATA[interés simple]]></kwd>
<kwd lng="en"><![CDATA[Mathematical models]]></kwd>
<kwd lng="en"><![CDATA[superior education]]></kwd>
<kwd lng="en"><![CDATA[spreadsheet]]></kwd>
<kwd lng="en"><![CDATA[compound interest]]></kwd>
<kwd lng="en"><![CDATA[simple interest]]></kwd>
<kwd lng="pt"><![CDATA[Modelos matemáticos]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[planilha eletrônica]]></kwd>
<kwd lng="pt"><![CDATA[juros compostos]]></kwd>
<kwd lng="pt"><![CDATA[juros simples]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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