<?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>S2448-80892021000300202</article-id>
<article-id pub-id-type="doi">10.24844/em3303.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resignificación de la razón trigonométrica en estudiantes de primer año de Ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Resignification of the trigonometric ratio in first-year Engineering students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-Corrales]]></surname>
<given-names><![CDATA[Diana del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montiel-Espinosa]]></surname>
<given-names><![CDATA[Gisela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Investigación y de Estudios Avanzados  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>3</numero>
<fpage>202</fpage>
<lpage>232</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892021000300202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892021000300202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892021000300202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se reporta una investigación de diseño fundamentada en la Teoría Socioepistemológica (TS), con la que se responde a la pregunta ¿cuál es el proceso de resignificación de la razón trigonométrica en estudiantes de primer año de Ingeniería en un escenario de construcción social de conocimiento? Con el análisis transversal de una anidación de prácticas y el reconocimiento de los usos del conocimiento matemático, se identificó el proceso de resignificación en tres categorías. Estas caracterizan cuando los estudiantes (1) actúan matemáticamente en forma distinta, (2) responden con herramientas que van más allá de los procesos memorísticos y (3) evocan alguna noción relacionada. Aunado a ello, se reconoce que los modelos (a escala o bosquejo) de las tareas de trigonometría permiten un ir y venir entre el objeto simulado, el análisis del modelo y el cálculo numérico; así también, que para distinguir la relación trigonométrica de una relación proporcional es necesario un estudio covariacional de la relación ángulo-cuerda de objetos en diferentes ubicaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We report a design research based on Socioepistemological Theory (ST), which answers the question: What is the process of resignification of the trigonometric ratio in first-year engineering students in a scenario of the social construction of knowledge? With the transversal analysis of nesting of practices and the recognition of the uses of mathematical knowledge, the process of resignification was identified in three categories. These characterize when students (1) perform mathematically in a different way besides school mathematics, (2) respond with tools that go beyond memory processes, and (3) evoke some related notion. In addition, it is recognized that the models (scale or sketch) of Trigonometry tasks allow a back and forth between the simulated object, the analysis of the model, and the numerical calculation; also, that to distinguish the trigonometric relation from a proportional relation, a covariate study of the angle-string relation of objects in different locations is necessary.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estudiantes de Ingeniería]]></kwd>
<kwd lng="es"><![CDATA[resignificación]]></kwd>
<kwd lng="es"><![CDATA[trigonometría]]></kwd>
<kwd lng="es"><![CDATA[Teoría Socioepistemológica]]></kwd>
<kwd lng="es"><![CDATA[experimentos de diseño]]></kwd>
<kwd lng="en"><![CDATA[Engineering students]]></kwd>
<kwd lng="en"><![CDATA[resignification]]></kwd>
<kwd lng="en"><![CDATA[trigonometry]]></kwd>
<kwd lng="en"><![CDATA[Socio-epistemo-logical Theory]]></kwd>
<kwd lng="en"><![CDATA[design experiments.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Akkoc]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pre-service mathematics teachers &#8216;concept images of radian&#8217;]]></article-title>
<source><![CDATA[International Journal of Mathematical Education in Science and Technology]]></source>
<year>2008</year>
<volume>39</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>857-78</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cabañas]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[El papel de la noción de conservación del área en la resignificación de la integral definida. Un estudio socioepistemológico]]></source>
<year>2011</year>
<publisher-name><![CDATA[Centro de Investigación y de Estudios Avanzados, Instituto Politécnico Nacional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cantoral]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Montiel]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Reyes-Gasperini]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El programa socioepistemológico de investigación en Matemática Educativa: el caso de Latinoamérica]]></article-title>
<source><![CDATA[Revista Latinoamericana de Investigación en Matemática Educativa]]></source>
<year>2015</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-17</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cantoral]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Reyes-Gasperini]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Montiel]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Socioepistemología, Matemáticas y Realidad]]></article-title>
<source><![CDATA[Revista Latinoamericana de Etnomatemática]]></source>
<year>2014</year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>91-116</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cavey]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Berenson]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning to teach high school mathematics: Patterns of growth in understanding right triangle trigonometry during lesson plan study]]></article-title>
<source><![CDATA[The Journal of Mathematical Behavior]]></source>
<year>2005</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>171-90</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cruz-Márquez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[De Sirio a Ptolomeo: Una problematización de las nociones trigonométricas]]></source>
<year>2018</year>
<publisher-name><![CDATA[Centro de Investigación y de Estudios Avanzados, Instituto Politécnico Nacional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Kee]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Mura]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Dionne]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La comprehension des notions de sinus et cosinuschez des élèves du secondaire]]></article-title>
<source><![CDATA[For the Learning of Mathematics]]></source>
<year>1996</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>19-27</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DeJarnette]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; Conceptions of Sine and Cosine Functions When Representing Periodic Motion in a Visual Programming Environment]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2018</year>
<volume>49</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>390-423</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fi]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Preservice secondary school mathematics teachers&#8217; knowledge of trigono-metry: subject matter content knowledge, pedagogical content knowledge and envisioned pedagogy]]></source>
<year>2003</year>
<publisher-name><![CDATA[University of Iowa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jácome]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudio Socioepistemológico a las relaciones trigonométricas en el triángulo rectángulo. Un acercamiento a los significados construidos por el profesor]]></source>
<year>2011</year>
<publisher-name><![CDATA[Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada, Instituto Politécnico Nacional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kendal]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Stacey]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarkson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Trigonometry: comparing ratio and unit circle methods]]></source>
<year>1996</year>
<conf-name><![CDATA[ 19annual conference of the Mathematics Education Research Group of Australasia]]></conf-name>
<conf-loc> </conf-loc>
<page-range>322-9</page-range><publisher-name><![CDATA[MERGA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mesa]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Herbst]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Designing representations of trigonometry instruction to study the rationality of community college teaching]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2011</year>
<volume>43</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>41-52</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montiel]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[Construcción de conocimiento trigonométrico. Un estudio socio epistemológico]]></source>
<year>2011</year>
<publisher-name><![CDATA[Ediciones Díaz de Santos]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montiel]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Jácome]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Significado trigonométrico en el profesor]]></article-title>
<source><![CDATA[Boletim de Educação Matemática]]></source>
<year>2014</year>
<volume>28</volume>
<numero>50</numero>
<issue>50</issue>
<page-range>1193-216</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moore]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Quantitative reasoning and the sine function: The case of Zac]]></article-title>
<source><![CDATA[Journal for Research in Mathematics Education]]></source>
<year>2014</year>
<volume>45</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>102-38</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rotaeche]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Construcción de conocimiento matemático en escenarios escolares. El caso de la angularidad en el nivel básico]]></source>
<year>2012</year>
<publisher-name><![CDATA[Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada, Instituto Politécnico Nacional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rotaeche]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Montiel]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprendizaje del concepto escolar de ángulo en estudiantes mexicanos de nivel secundaria]]></article-title>
<source><![CDATA[Educación Matemática]]></source>
<year>2017</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>171-99</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schatzki]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introduction: Practice theory]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Knorr Cetina]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Schatzki]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[von Savigny]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[The practice turn in contemporary theory]]></source>
<year>2000</year>
<page-range>10-23</page-range><publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<collab>Secretaría de Educación Pública</collab>
<source><![CDATA[Planes de Estudio de Referencia del Componente Básico del Marco Curricular Común de la Educación Media Superior]]></source>
<year>2017</year>
<publisher-name><![CDATA[Secretaría de Educación Pública]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Serrano-Quevedo]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<source><![CDATA[Análisis de usos del conocimiento trigonométrico en el discurso escolar de Ingeniería Mecatrónica]]></source>
<year>2018</year>
<publisher-name><![CDATA[Centro de Investigación y de Estudios Avanzados, Instituto Politécnico Nacional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Topçu]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Kertil]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Akkoç]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Yilmaz]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Önder]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Novotná]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Moraová]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Krátká]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Stehlíková]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pre-service and in-service mathematics teachers&#8217; concept images of radian]]></source>
<year>2006</year>
<conf-name><![CDATA[ 30Conference of the International Group for the Psychology of Mathematics Education]]></conf-name>
<conf-loc> </conf-loc>
<page-range>281-8</page-range><publisher-name><![CDATA[PME]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torres-Corrales]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Montiel]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La desarticulación matemática en Ingeniería. Una alternativa para su estudio y atención, desde la Matemática Educativa]]></article-title>
<source><![CDATA[Nóesis. Revista de Ciencias Sociales y Humanidades]]></source>
<year>2021</year>
<volume>29</volume>
<numero>58-1</numero>
<issue>58-1</issue>
<page-range>24-55</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torres-Corrales]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Un entorno geométrico para la resignificación de las razones trigonométricas en estudiantes de Ingeniería]]></source>
<year>2014</year>
<publisher-name><![CDATA[Instituto Tecnológico de Sonora]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vohns]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reconstructing basic ideas in geometry-an empirical approach]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2006</year>
<volume>38</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>498-504</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weber]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Student&#8217;s understanding of trigonometric functions]]></article-title>
<source><![CDATA[Mathematics Education Research Journal]]></source>
<year>2005</year>
<volume>7</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>91-112</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yi&#285;it]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematics education graduate students&#8217; understanding of trigonometric ratios]]></article-title>
<source><![CDATA[International Journal of Mathematical Education in Science and Technology]]></source>
<year>2016</year>
<volume>47</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>1028-47</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
