<?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>S2448-80892023000100229</article-id>
<article-id pub-id-type="doi">10.24844/em3501.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diálogo entre la Teoría Antropológica de lo Didáctico y el Enfoque Ontosemiótico en Educación Matemática sobre las nociones de juicio de valor, praxeología y paradigma didáctico]]></article-title>
<article-title xml:lang="en"><![CDATA[Dialogue between the Anthropological Theory of Didactics and the Onto-semiotic Approach in Mathematics Education on the notions of value judgement, praxeology and didactic paradigm]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[Juan D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación Departamento de Didáctica de la Matemática]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>229</fpage>
<lpage>254</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000100229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000100229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000100229&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La aplicación de los resultados de las investigaciones científicas y tecnológicas a la práctica de la enseñanza es conflictiva por su carácter descriptivo, explicativo y predictivo y la exigencia de evitar los juicios de valor subjetivos en el desarrollo de las mismas. La práctica educativa requiere, sin embargo, tomar decisiones sobre las acciones que se deben realizar para mejorar los procesos de enseñanza y aprendizaje, lo que implica la adopción de juicios de valor. La manera en que se aborda este dilema depende de cómo se concibe la Didáctica, de los marcos teóricos que se usan en la investigación y de los diferentes paradigmas de investigación en que se apoyan. En este trabajo analizamos esta problemática discutiendo el papel de los juicios de valor en las ciencias básicas y aplicadas, así como las nociones de praxeología y paradigma didáctico de referencia introducidas en la Teoría Antropológica de lo Didáctico. Se justifica, además, la necesidad de establecer una interfaz entre la investigación científico-tecnológica y la práctica reflexiva mediante la cual se identifiquen criterios de idoneidad, que sinteticen y estructuren los resultados de dichas investigaciones, con la mirada puesta en su aplicación para producir cambios fundamentados, según propone el Enfoque Ontosemiótico en educación matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The application of results of scientific and technological research to the teaching practice is conflictive, due to its descriptive, explanatory, and predictive nature and the demands of avoiding subjective value judgements in scientific and technological research. Educational practice requires, however, making decisions about the type of actions to be taken to improve teaching and learning processes, which implies the adoption of value judgements. The way in which this dilemma is approached depends on how Didactics is conceived, the theoretical frameworks used in research and the different research paradigms on which they are based. In this paper, I reflect on this problematic by discussing the role of value judgements in basic and applied science, as well as the notions of praxeology and didactic paradigm of reference introduced in the Anthropological Theory of Didactics. I also suggest the need to establish an interface between scientific-technological research and the reflective practice by identifying criteria of suitability that synthesise and structure the results of such research, as proposed by the Onto-semiotic Approach in mathematics education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Investigación científica]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="es"><![CDATA[paradigmas]]></kwd>
<kwd lng="es"><![CDATA[práctica reflexiva]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[articulación de teorías]]></kwd>
<kwd lng="en"><![CDATA[Scientific research]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="en"><![CDATA[paradigms]]></kwd>
<kwd lng="en"><![CDATA[reflective practice]]></kwd>
<kwd lng="en"><![CDATA[math-ematics education]]></kwd>
<kwd lng="en"><![CDATA[networking theories]]></kwd>
</kwd-group>
</article-meta>
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