<?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>S2448-80892024000200232</article-id>
<article-id pub-id-type="doi">10.24844/em3602.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Valoración de la historia de las matemáticas por estudiantes de bachillerato: el método general de resolución de ecuaciones de Vieta]]></article-title>
<article-title xml:lang="en"><![CDATA[Opinions about the history of mathematics by high school students: Vieta&#8217;s general method of solving equations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Catalán]]></surname>
<given-names><![CDATA[Jacinto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madrid]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maz-Machado]]></surname>
<given-names><![CDATA[Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[Córdoba ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pontificia de Salamanca  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[Córdoba ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>232</fpage>
<lpage>257</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000200232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000200232&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000200232&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Distintos trabajos de investigación inciden en los beneficios y las ventajas de llevar al aula la historia de las matemáticas. El objetivo de este estudio es analizar la opinión de un grupo de estudiantes de bachillerato sobre la inclusión de la historia de las matemáticas en su aprendizaje, tras la implementación en su aula de matemáticas de una experiencia centrada en el método histórico general de resolución de ecuaciones por expansión binomial de Vieta, con la configuración del matemático español del siglo XVII José Zaragoza. Para ello hemos realizado una investigación con un enfoque cualitativo, exploratorio y descriptivo, en la que hemos utilizado un cuestionario completado por el alumnado tras el desarrollo de la experiencia educativa. Los resultados indican que el alumnado participante en el estudio no tiene problemas para reconocer la resolución de ecuaciones polinómicas, pero sí cuando se trata de ecuaciones exponenciales. Además, valora positivamente a los matemáticos de la historia, pero más de la mitad considera poco útil el estudio de métodos históricos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Various research studies emphasize the benefits and advantages of bringing the history of mathematics into the classroom. The objective of this study is to analyze the opinions of a group of high school students on the inclusion of the history of mathematics in their learning, following the implementation of a classroom experience focused on Vieta&#8217;s general historical method of solving equations using binomial expansion, with the configuration employed by the 17th-century Spanish mathematician José Zaragoza. To achieve this, we conducted a qualitative, exploratory, and descriptive study, using a questionnaire completed by the students after the educational experience. The results indicate that the participating students have no difficulty recognizing the resolution of polynomial equations, but do struggle with exponential equations. Additionally, while they value historical mathematicians positively, more than half consider the study of historical methods not very useful.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Método general de resolución de ecuaciones]]></kwd>
<kwd lng="es"><![CDATA[Vieta]]></kwd>
<kwd lng="es"><![CDATA[siglo XVII]]></kwd>
<kwd lng="es"><![CDATA[José Zaragoza]]></kwd>
<kwd lng="es"><![CDATA[historia de las matemáticas en el aula]]></kwd>
<kwd lng="es"><![CDATA[opiniones.]]></kwd>
<kwd lng="en"><![CDATA[General method of solving equations]]></kwd>
<kwd lng="en"><![CDATA[Vieta]]></kwd>
<kwd lng="en"><![CDATA[17th century]]></kwd>
<kwd lng="en"><![CDATA[José Zara-goza]]></kwd>
<kwd lng="en"><![CDATA[history of mathematics in the classroom]]></kwd>
<kwd lng="en"><![CDATA[opinions.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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