<?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>S2448-80892022000300218</article-id>
<article-id pub-id-type="doi">10.24844/em3403.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un estudio de clases virtual para promover la construcción del infinito actual en estudiantes de educación media y primer año de universidad desde la perspectiva de la teoría APOE]]></article-title>
<article-title xml:lang="en"><![CDATA[A virtual class study to promete the construction of the actual infinity, in secondary school and freshmen students, from the perspective of APOS theory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lasnibat Godoy]]></surname>
<given-names><![CDATA[Tamara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Sepúlveda]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Puraivan Huenumán]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Viña del Mar  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Instituto de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>3</numero>
<fpage>218</fpage>
<lpage>247</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000300218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000300218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000300218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El currículo chileno ha incorporado recientemente, a los planes electivos de educación media, una asignatura electiva denominada Límites, derivadas e integrales; en ella se abordan contenidos fundamentales del cálculo infinitesimal. Debido a ello, es necesario que los estudiantes compren-dan el infinito actual, sin embargo, el currículo tiene un tratamiento parama-temático de este concepto. Al respecto, esta investigación operacionaliza un Estudio de Clases virtual que promueve la construcción del infinito actual en estudiantes de educación media y primer año de universidad. La perspectiva teórica utilizada es la teoría APOE. Se observó que el plan de clases sugerido promueve una construcción exitosa del infinito actual ya que se evidencia la estructura totalidad en los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Chilean curriculum has recently included an optional module called &#8220;Limits, derivatives and integrals&#8221;, which addresses infinitesimal calculus. On the face of it, it is expected that students understand the notion of actual infinity; however, the curriculum has a paramathematical treatment of that concept. On these grounds, this research operationalizes a virtual class study that promotes the understanding of the notion of actual infinity among upper secondary school and first-year university students. The theoretical perspective this research resorts to is APOS theory. It was observed that the proposal the research suggests promotes a successful understanding of actual infinity, since the structure of totality in the students is evident.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Infinito actual]]></kwd>
<kwd lng="es"><![CDATA[Estudio de Clases virtual]]></kwd>
<kwd lng="es"><![CDATA[teoría APOE]]></kwd>
<kwd lng="en"><![CDATA[actual infinity]]></kwd>
<kwd lng="en"><![CDATA[virtual Class Study]]></kwd>
<kwd lng="en"><![CDATA[APOS theory]]></kwd>
</kwd-group>
</article-meta>
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