<?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>S2448-80892017000300051</article-id>
<article-id pub-id-type="doi">10.24844/em2903.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿A qué tipo de problemas matemáticos están expuestos los estudiantes de Cálculo? Un análisis de libros de texto]]></article-title>
<article-title xml:lang="en"><![CDATA[To what Kind of Mathematical Problems are Calculus Students Exposed? A Textbook Analysis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valencia Álvarez]]></surname>
<given-names><![CDATA[Adriana Berenice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela González]]></surname>
<given-names><![CDATA[Jaime Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>29</volume>
<numero>3</numero>
<fpage>51</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892017000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892017000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892017000300051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Ante la importancia de la resolución de problemas matemáticos situados en contextos reales, y dada la influencia del libro de texto en la enseñanza- aprendizaje de las matemáticas, se cuestiona a qué tipo de problemas matemáticos están expuestos los estudiantes. En este artículo se presenta una distinción entre los problemas matemáticos convencionales y los de modelaje matemático con respecto a nueve aspectos relacionados con el planteamiento del problema y su solución (Green y Emerson, 2010). Utilizando estos nueve criterios, se analizaron y clasificaron un total de 188 ejemplos y 1,114 ejercicios encontrados en la unidad de funciones en una muestra de libros de texto de Cálculo de editoriales mexicanas y estadounidenses. Como resultado del análisis se encontró que entre 65% y 87% de los ejemplos y ejercicios en los libros estudiados tienen características de problemas completamente convencionales. Sólo en tres de los libros se encontraron problemas de modelaje y correspondieron a 1% o 2% de los ejemplos y ejercicios de la unidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Given the importance of solving mathematical problems placed in real contexts and given the influence of the textbook in the teaching and learning of mathematics, it is important to study to what kind of mathematical problems students are exposed. In this article, we present a distinction between conventional mathematical problems and mathematical modeling problems in terms of nine aspects related to the problem statement and its solution (Green and Emerson, 2010). Using these nine criteria, we analyzed and classified a total of 188 examples and 1,114 exercises found in the unit about functions in a sample of Calculus textbooks from Mexican and American publishing companies. As a result, the analysis showed that between 65% and 87% of the examples and exercises in the books studied were classified as completely conventional problems. Modeling problems were found in only three of the books analyzed and these correspond to merely 1% or 2% of the examples and exercises of the unit.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Análisis de libros de texto]]></kwd>
<kwd lng="es"><![CDATA[problemas de modelaje matemático]]></kwd>
<kwd lng="es"><![CDATA[problemas convencionales]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Cálculo]]></kwd>
<kwd lng="en"><![CDATA[Analysis of textbooks]]></kwd>
<kwd lng="en"><![CDATA[mathematical modeling problems]]></kwd>
<kwd lng="en"><![CDATA[conventional problems]]></kwd>
<kwd lng="en"><![CDATA[solving problems]]></kwd>
<kwd lng="en"><![CDATA[Calculus]]></kwd>
</kwd-group>
</article-meta>
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