<?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>S2448-80892023000100197</article-id>
<article-id pub-id-type="doi">10.24844/em3501.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Acciones y expresiones de la comprensión del límite de una función en un punto, por estudiantes de cálculo diferencial]]></article-title>
<article-title xml:lang="en"><![CDATA[Actions and expressions of understanding the limit of a function at a point, by calculus students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guarin Amorocho]]></surname>
<given-names><![CDATA[Sergio Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parada Rico]]></surname>
<given-names><![CDATA[Sandra Evely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Francisco de Paula Santander Ocaña  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Industrial de Santander  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>197</fpage>
<lpage>228</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000100197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000100197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000100197&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo responde a la inquietud: ¿Qué comprensiones logran, sobre el concepto de límite de una función en un punto, estudiantes que participan de un curso de cálculo diferencial en el que se exploran las nociones de aproximación y tendencia? Se toma &#8220;comprensión&#8221; de la manera descrita por la teoría de Pirie y Kieren (1989), en términos de las complementariedades de la acción y expresión. Para responder a la pregunta, se diseñó una secuencia de actividades alrededor del concepto de límite de una función en un punto, usando las nociones de aproximación y tendencia por medio del software de matemática dinámica GeoGebra. Para el estudio se siguió a un estudiante como caso de estudio, quien desarrolló completa la secuencia de actividades diseñada. Ese estudiante exhibió evidencias de comprensión, desde la perspectiva teórica en la que se posiciona el estudio, realizando complementariedades de la acción y expresión asociadas al nivel que Pirie y Kieren (1989) llaman de &#8220;formalización&#8221;, logrando identificar las propiedades comunes de las clases de imágenes que había construido a medida que iba desarrollando las actividades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article responds to the concern: What understandings do students who participate in a differential calculus course in which the notions of approx-imation and trend are explored, about the concept of limit of a function at a point? &#8220;Understanding&#8221; is taken in light of the theory of Pirie and Kieren (1989) who describe it in terms of the complementarities of action and expression. To answer the question, a sequence of activities was designed around the concept of limit of a function at a point using the notions of approximation and trend through the GeoGebra dynamic mathematics software. For the study, a student was followed as a case study, who developed and completed the designed sequence of activities. This student exhibited evidence of understanding, from the theoretical perspective in which the study is positioned, performing comple-mentarities of action and expression that are associated with the &#8220;Formalization&#8221; level of Pirie and Kieren (1989), managing to identify the common properties of the kinds of images that he had built as he developed the activities.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión]]></kwd>
<kwd lng="es"><![CDATA[acción]]></kwd>
<kwd lng="es"><![CDATA[expresión]]></kwd>
<kwd lng="es"><![CDATA[límite]]></kwd>
<kwd lng="es"><![CDATA[función]]></kwd>
<kwd lng="en"><![CDATA[Understanding]]></kwd>
<kwd lng="en"><![CDATA[action]]></kwd>
<kwd lng="en"><![CDATA[expression]]></kwd>
<kwd lng="en"><![CDATA[limit]]></kwd>
<kwd lng="en"><![CDATA[function]]></kwd>
</kwd-group>
</article-meta>
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