<?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>S2448-80892021000100007</article-id>
<article-id pub-id-type="doi">10.24844/em3301.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Incidencia de los paradigmas didácticos sobre la investigación didáctica y la práctica docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Influence of the didactic paradigms over research in didactics and teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gascón]]></surname>
<given-names><![CDATA[Josep]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nicolás]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Barcelona Facultad de Ciencias y Biociencias Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia Facultad de Educación Campus Universitario de Espinardo]]></institution>
<addr-line><![CDATA[Murcia ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>33</volume>
<numero>1</numero>
<fpage>7</fpage>
<lpage>40</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892021000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892021000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892021000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La tesis que tomamos aquí como punto de partida, puede formular-se brevemente como sigue: el modelo epistemológico de las matemáticas vigente en una institución didáctica condiciona fuertemente las prácticas docentes que es posible desarrollar en la misma. Uno de los objetivos de este trabajo consiste en clarificar y generalizar esta tesis, mostrando que, más allá del modelo epistemológico subyacente, son los paradigmas didácticos los que permiten explicar las prácticas docentes que la institución lleva a cabo. Paralelamente, al ampliar la noción de teoría didáctica mediante la de praxeología de investigación didáctica, se pone de manifiesto la incidencia del paradigma didáctico que una comunidad científica asume sobre el tipo de problemas de investigación que privilegia y, en última instancia, la importancia del contraste entre paradigmas para profundizar el diálogo entre teorías didácticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Our starting point is the thesis, perhaps already widely accepted, according to which the epistemological model of mathematics prevailing in a didactic institution strongly affects the teaching in that institution. One of the aims of this work is to enlighten and to generalize this thesis. We will suggest that, rather than just the epistemological model, a complete explanation of teaching practices taking place in a certain institution should also take into account what we call didactic paradigms. At the same time, if we enlarge the notion of theory in didactics by means of the idea of praxeology of research in didactics, it becomes clear that a didactic paradigm is something that can also live or be assumed by such a praxeology of research in didactics, and that affects the kind of research problems considered therein. Therefore, for two theories in didactics to stablish a connection, it is required to make explicit the didactic paradigm assumed by each one.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Paradigma didáctico]]></kwd>
<kwd lng="es"><![CDATA[praxeología de investigación didáctica]]></kwd>
<kwd lng="es"><![CDATA[prácticas docentes]]></kwd>
<kwd lng="es"><![CDATA[fines de la investigación didáctica]]></kwd>
<kwd lng="es"><![CDATA[fines de la educación matemática.]]></kwd>
<kwd lng="en"><![CDATA[Didactic paradigm]]></kwd>
<kwd lng="en"><![CDATA[praxeology of research in didactics]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
<kwd lng="en"><![CDATA[ends of research in didactics]]></kwd>
<kwd lng="en"><![CDATA[ends of mathematics education]]></kwd>
</kwd-group>
</article-meta>
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