<?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>S2448-80892022000300248</article-id>
<article-id pub-id-type="doi">10.24844/em3403.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La integral definida en la formación de un ingeniero químico: Análisis praxeológico]]></article-title>
<article-title xml:lang="en"><![CDATA[The definite integral in the training of a chemical engineer: Praxeological análisis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonzales Caicedo]]></surname>
<given-names><![CDATA[Walter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaita Iparraguirre]]></surname>
<given-names><![CDATA[Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Pedro Ruiz Gallo Facultad de Ciencias Físicas y Matemáticas Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica del Perú Instituto de Investigación sobre Enseñanza de las Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</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>248</fpage>
<lpage>274</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000300248&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000300248&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000300248&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el presente trabajo se analiza el papel que cumple la integral definida en la formación de estudiantes de ingeniería química. Se identifican praxeologías en las que interviene la integral definida, tanto en la disciplina matemática como en la disciplina intermediaria con la profesión. Para ello, se analizan libros de texto de matemáticas y de cursos de especialidad, teniendo en cuenta elementos de la Teoría Antropológica de lo Didáctico. Se emplean nociones como generador de un tipo de tareas (GT) y variables  (   V  i ) para identificar las praxeologías, pues permiten relacionar lo específico y lo genérico. Los modelos praxeológicos identificados sustentan el ámbito de la actividad matemática en juego y hacen explícitos aquellos elementos técnicos y tecnológicos en donde se debería colocar mayor énfasis al organizar un curso de cálculo integral dirigido a estudiantes de ingeniería química, de modo que se responda a actividades propias de su entorno profesional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper analyzes the role of the Definite Integral in the training of chemical engineering students. The praxeologies in which the definite integral is involved are identified, both in the mathematical discipline and in the intermediate discipline with the profession. For this purpose, the textbooks of mathematics and specialty courses are analyzed, taking into account elements of the Anthropological Theory of Didactics. The notions of generator of a type of tasks (GT in spanish) and variables (   V  i in spanish) are used to identify the praxeologies as they allow to relate the specific and the generic. The praxeological models identified support the field of mathematical activity at stake. This makes explicit those technical and technological elements that should be emphasised when organising a course in integral calculus for chemical engineering students. In this way, the course will respond to activities in their professional environment.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Integral Definida]]></kwd>
<kwd lng="es"><![CDATA[Teoría Antropológica de lo Didáctico]]></kwd>
<kwd lng="es"><![CDATA[praxeología]]></kwd>
<kwd lng="es"><![CDATA[disciplinas intermediarias.]]></kwd>
<kwd lng="en"><![CDATA[Definite integral]]></kwd>
<kwd lng="en"><![CDATA[Anthropological Theory of the Didactic]]></kwd>
<kwd lng="en"><![CDATA[praxeology]]></kwd>
<kwd lng="en"><![CDATA[intermediary disciplines.]]></kwd>
</kwd-group>
</article-meta>
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