<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892015000100037</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis del proceso de acoplamiento entre las facetas epistémica y cognitiva del conocimiento matemático en el contexto de una tarea exploratorio-investigativa sobre patrones]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of the coupling process between the epistemic and cognitive facets of mathematical knowledge in the context of an exploratory-investigative task about patterns]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[Luis R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[Juan D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Lagos Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal dos Vales do Jequitinhonha e Mucuri Direção de Educação a Distância ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>37</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892015000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892015000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892015000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo exploramos el proceso de acoplamiento entre los significados pretendidos e implementados por los profesores, y los significados que logran los estudiantes, en un contexto de una tarea exploratorio-investigativa sobre patrones, implementada en una clase de 7° año de Enseñanza Básica en Brasil. Para ello, utilizamos el modelo teórico conocido como Enfoque Onto-Semiótico (EOS) del conocimiento y la instrucción matemáticos, el cual nos permitió describir e interpretar los procesos de interacción en el aula y establecer las relaciones entre las facetas que, según este modelo, componen el proceso de enseñanza y aprendizaje. Como resultado resaltamos la complejidad del trabajo del profesor, quien debe ser capaz de reconocer y negociar los significados producidos por los estudiantes -no siempre contemplados en su planeación inicial- tomando decisiones sobre el tipo de actuación que debe adoptar momento a momento a lo largo del proceso de estudio para garantizar la optimización del aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper, we explore the coupling between the intended and implemented meanings by the teachers and the meanings achieved by the students in the context of an exploratory-investigative task on patterns, implemented in a class of the 7th grade of the basic education in Brazil. For this, we use the theoretical model known as Onto-Semiotic Approach (OSA) of mathematical knowledge and instruction, which allowed us to describe and interpret the interaction processes in the classroom and establish relations between the facets that, according to this model, compose the process of teaching and learning. As a result, we emphasize the complexity of the teacher's work, which should be able to recognize and negotiate the meanings produced by the students -not always contemplated in her initial planning- making decisions about the type of performance that should be adopted, moment-to-moment, throughout the process of study to ensure the optimization of learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Análisis de procesos de instrucción]]></kwd>
<kwd lng="es"><![CDATA[Patrones]]></kwd>
<kwd lng="es"><![CDATA[Interacción en el aula]]></kwd>
<kwd lng="es"><![CDATA[Enfoque Onto-Semiótico]]></kwd>
<kwd lng="en"><![CDATA[Instructional process analysis]]></kwd>
<kwd lng="en"><![CDATA[Patterns]]></kwd>
<kwd lng="en"><![CDATA[Classroom interaction]]></kwd>
<kwd lng="en"><![CDATA[Onto-semiotic approach]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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