<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362016000100099</article-id>
<article-id pub-id-type="doi">10.12802/relime.13.1914</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El papel de la tecnología en el proceso de modelación matemática para la enseñanza de las ecuaciones diferenciales]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of technology in the process of mathematical modeling for teaching differential equations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Gallegos]]></surname>
<given-names><![CDATA[Ruth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiroz Rivera]]></surname>
<given-names><![CDATA[Samantha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Tecnológico de Monterrey  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>99</fpage>
<lpage>124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362016000100099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362016000100099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362016000100099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente artículo tiene como intención mostrar el papel de la tecnología escolar en el tránsito por las diversas etapas de la modelación matemática. Desde 2008, en el Tecnológico de Monterrey, se implementó la modelación matemática en un curso de Ecuaciones Diferenciales como principal medio para el aprendizaje de este tema. Se reporta el diseño de una situación específica en el contexto de circuitos eléctricos RC donde se utilizan diversos recursos tecnológicos en el desarrollo de las actividades. A través del estudio de las praxeologías del ciclo de modelación matemática, se describen los tipos de tareas incorporadas gracias a la tecnología utilizada y el papel que dichos tipos de tareas pueden tener para un mejor tránsito entre los dominios de dicho ciclo. Finalmente, se presentan algunas implicaciones pertinentes a las que se llegan y futuras líneas de investigación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The goal of this article is to present the role of the technology during the transit between the different stages of the mathematical modeling cycle. Since 2008 at Tecnológico de Monterrey, it was began the development of a course that involves a mathematical modeling perspective as the principal mean for learning Differential Equations. It is presented the design of a specific situation related with Circuits Electric Context with activities based on the use of diverse technology. Based on a praxeological study we describes the types of tasks related to the mathematical modeling cycle when technology is applied, and also how the former ones might propose a better transit between the diverse domains of the modeling cycle. We conclude with the concluding remarks and future lines of research.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo destina-se a mostrar o papel da tecnologia em trânsito através dos vários estágios de modelagem matemática. A partir de 2008 Monterrey Tech iniciou o desenvolvimento de um curso que incorpora a modelagem matemática como o principal meio para a aprendizagem de Equações Diferenciais. Projeto situação específica é apresentada no contexto de circuitos RC actividades baseadas onde varia adicionados a utilização de tecnologia. Recorrendo ao estudo dos tipos de tarefas praxeologies modelagem ciclo incorporado graças à tecnologia utilizada e do papel que estes tipos de tarefas podem ser para melhor trânsito entre os domínios do ciclo de modelagem matemática são descritos. Finalmente, algumas conclusões que chegarão e pesquisas futuras são apresentadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: L'intention du présent article est de montrer le rôle de la téchnologie dans le parcours de diverses étapes du cycle de modelation mathématique. Dépuis 2008, au sein de Tecnológico de Monterrey, on a commencé à developper le cours qui incorpore la modelation mathématique comme moyen principal pour l'apprentissage des équations différentielles. On presente le dessin de la situación spécifique dans le contexte de circuits electriques RC auxquels on ajoute les activités basées sur l'usage de téchnologie variée. Faisant récours à l'étude de praxeologies, on décrit les types des tâches incorporées au cycle de modelation grâce à la téchnologie utilisée et le rôle que lesdits types de tâches peuvent jouer pour un meilleur parcours entre les domaines du cycle de modelation mathématique. Finalement on presente quelques conclusions auxquelles on arrive et les futures lignes de recherche.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Modelación]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Ecuaciones Diferenciales]]></kwd>
<kwd lng="es"><![CDATA[Circuitos Eléctricos]]></kwd>
<kwd lng="en"><![CDATA[Modeling]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[Differential Equations]]></kwd>
<kwd lng="en"><![CDATA[Electrical Circuits]]></kwd>
<kwd lng="pt"><![CDATA[Modelagem]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Equações Diferenciais]]></kwd>
<kwd lng="pt"><![CDATA[Circuitos elétricos]]></kwd>
<kwd lng="fr"><![CDATA[Modelation]]></kwd>
<kwd lng="fr"><![CDATA[Mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Téchnologie]]></kwd>
<kwd lng="fr"><![CDATA[Équations Différentielles]]></kwd>
<kwd lng="fr"><![CDATA[Circuits Eléctriques]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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