<?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>S2448-80892015000200037</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocer y refinar significados personales abordando un error: el caso del Teorema Localización de Puntos]]></article-title>
<article-title xml:lang="en"><![CDATA[To recognize and refine personal meanings addressing an error: the case of the Point Localization Theorem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[Óscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[Leonor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Samper]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional Facultad de Ciencia y Tecnología Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2015</year>
</pub-date>
<volume>27</volume>
<numero>2</numero>
<fpage>37</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892015000200037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892015000200037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892015000200037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo presentamos significados que estudiantes de un programa de formación inicial de profesores de matemáticas dan al Teorema Localización de Puntos (de la geometría plana euclidiana), inferidos del uso que ellos hacen del mismo cuando intentan justificar teóricamente un procedimiento en el que el uso de tal teorema no es adecuado. Destacamos el error al que esta falencia conlleva, como un camino usado deliberadamente por el profesor para favorecer una semiosis relacionada con el significado del teorema; exponemos cómo el profesor reconoce la importancia de este suceso y abre el espacio para que los estudiantes expliciten los significados, posible génesis de tal dificultad, buscando que se acerquen al significado compartido deseado de dicho teorema. Para describir tal semiosis y decantar los significados, hacemos uso de la perspectiva semiótica inspirada en la idea peirceana de signo triádico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this article is to present the meaning that pre-service teachers give to the Point Localization Theorem, a Euclidean plane geometry theorem. We infer the meaning from the students' use of the theorem when they try to justify a procedure for which it is not adequate. We point out that the error this mistake entails becomes a path used deliberately by the teacher to favor semiosis with respect to the meaning of the theorem; we expose how the teacher recognizes the importance of this incident and therefore opens a space so that the students can explicit their meanings, possible genesis of the inadequate use, as a means to approach the desired shared meaning of the so said theorem. To describe the semiosis and identify the meanings, we use the semiotic perspective inspired in Peirce's idea of triadic sign.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Construcción de significados]]></kwd>
<kwd lng="es"><![CDATA[teorema localización de puntos]]></kwd>
<kwd lng="es"><![CDATA[semiosis]]></kwd>
<kwd lng="es"><![CDATA[signo triádico de Peirce]]></kwd>
<kwd lng="en"><![CDATA[Making meaning]]></kwd>
<kwd lng="en"><![CDATA[Point Localization Theorem]]></kwd>
<kwd lng="en"><![CDATA[semiosis]]></kwd>
<kwd lng="en"><![CDATA[Peirce's idea of triadic sign]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Godino]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Llinares]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El interaccionismo simbólico en Educación Matemática]]></article-title>
<source><![CDATA[Revista Educación Matemática]]></source>
<year>2000</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>70-92</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desde Peirce: invitación a ampliar nuestro concepto de signo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Oostra]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Zalamea]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cuadernos de Sistemática Peirceana]]></source>
<year>2009</year>
<numero>1</numero>
<issue>1</issue>
<publisher-loc><![CDATA[Bogotá, Colombia ]]></publisher-loc>
<publisher-name><![CDATA[Centro de Sistemática Peirceana]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Perry]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Samper]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sáenz-Ludlow]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[Ó.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher semiotic mediation and student meaning-making: A Peircean perspective]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Liljedahl]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Oesterle]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Nicol]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Allan]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education]]></source>
<year>2014</year>
<volume>4</volume>
<page-range>409-16</page-range><publisher-loc><![CDATA[Vancouver, Canadá ]]></publisher-loc>
<publisher-name><![CDATA[PME]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Radford]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sujeto, objeto, cultura y la formación del conocimiento]]></article-title>
<source><![CDATA[Revista Educación Matemática]]></source>
<year>2000</year>
<volume>12</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>51-69</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sáenz-Ludlow]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Zellweger]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The teaching-learning of mathematics as a double process of intra- and inter- interpretation: A Peircean perspective]]></source>
<year>2012</year>
<conf-name><![CDATA[ 12ICME]]></conf-name>
<conf-loc> </conf-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Selden]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Transitions and proof and proving at tertiary level]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hanna]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Villiers]]></surname>
<given-names><![CDATA[M. de]]></given-names>
</name>
</person-group>
<source><![CDATA[Proof and proving in mathematics education. The 19th ICMI Study]]></source>
<year>2012</year>
<page-range>391-420</page-range><publisher-loc><![CDATA[Dordrecht, Holanda ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
