<?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>S2448-80892023000300209</article-id>
<article-id pub-id-type="doi">10.24844/em3503.07</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Cómo varía la forma de las cónicas cuando su excentricidad tiende a uno o a cero? Un estudio exploratorio con profesores de bachillerato de una universidad mexicana]]></article-title>
<article-title xml:lang="en"><![CDATA[How does the shape of conics vary when their eccentricity tends to one or zero? An exploratory study with high school teachers from a Mexican university]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera-Figueroa]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bravo-Díaz]]></surname>
<given-names><![CDATA[Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y de Estudios Avanzados Departamento de Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y de Estudios Avanzados Departamento de Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>3</numero>
<fpage>209</fpage>
<lpage>236</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000300209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo forma parte de una investigación más extensa en la que indagamos los conocimiento que docentes de bachillerato de una universidad mexicana tienen respecto a la excentricidad de las cónicas. Aquí, reportamos los conocimiento que mostraron los participantes en relación con el comportamiento de las cónicas, cuando la excentricidad tiende a cero o a uno. Derivado de las declaraciones que algunos autores de libros de texto de geometría analítica, suelen hacer sobre la tendencia de la forma de las cónicas cuando la excentricidad tiende a cero o a uno, o bien cuando a partir del aspecto de una cónica deducen estimaciones sobre los valores de la excentricidad, consideramos pertinente averiguar si los profesores comprenden las afirmaciones de los autores. La base teórica del estudio es el modelo Conocimiento Matemático para la Enseñanza (MKT, por sus siglas en inglés Mathematical Knowledge for Teaching) de Ball, Thames, y Phelps (2008). Identificamos el conocimiento de los profesores en sus respuestas a cuestionarios previos y posteriores a una actividad en la que interactuaron los participante con applets y en sus respuestas a entrevistas no estructuradas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work is part of a more extensive investigation in which we investigate the knowledge that high school teachers from a Mexican university have regarding the eccentricity of the conics. Here, we report the knowledge that the participants showed concerning the behavior of the conics when the eccentricity approaches zero or one. Derived from the statements that some authors of analytic geometry textbooks usually make about the tendency of the shape of conics when the eccentricity tends to zero or one, or when from the appearance of a conic they deduce estimates about the values of eccentricity, we consider it pertinent to find out if teachers understand the authors' statements. The study&#8217;s theoretical basis is the Mathematical Knowledge for Teaching (MKT) model by Ball, Thames, and Phelps (2008). We identified teachers&#8217; knowledge in their responses to questionnaires before and after an activity in which participants interacted with applets and in their responses to unstructured interviews.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Forma y Excentricidad de las cónicas]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Matemático para la Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Común de Contenido]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Especializado de Contenido]]></kwd>
<kwd lng="en"><![CDATA[Shape and Eccentricity of the conics]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Knowledge for Teaching]]></kwd>
<kwd lng="en"><![CDATA[Common Content Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Specialized Content Knowledge]]></kwd>
</kwd-group>
</article-meta>
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