<?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>S2448-80892020000100099</article-id>
<article-id pub-id-type="doi">10.24844/em3201.05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sobre os processos de objetivação de saberes geométricos. Análise de uma experiência de elaboração de simuladores com o GeoGebra]]></article-title>
<article-title xml:lang="en"><![CDATA[On the processes of objectification of geometric knowledge. Analysis of an experience of development of simulators with GeoGebra]]></article-title>
<article-title xml:lang="es"><![CDATA[Sobre los procesos de objetivación de saberes geométricos. Análisis de una experiencia de elaboración de simuladores con GeoGebra]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Noroño]]></surname>
<given-names><![CDATA[Irene V.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prieto G.]]></surname>
<given-names><![CDATA[Juan Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Araujo]]></surname>
<given-names><![CDATA[Rafael Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Urdaneta]]></surname>
<given-names><![CDATA[Stephanie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Arturo Prat  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Zulia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Asociación Aprender en Red  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Asociación Aprender en Red  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Venezuela</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>1</numero>
<fpage>99</fpage>
<lpage>131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892020000100099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892020000100099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892020000100099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O propósito da pesquisa é dar conta da aprendizagem geométrica produzida em uma experiência de elaboração de simuladores com o GeoGebra no Ensino Médio, na Venezuela. Para tal, apoiamo-nos na categoria processos de objetivação, desenvolvida na Teoria da Objetivação, com o intuito de descrever e interpretar essa aprendizagem no que diz respeito à maneira em que um professor de matemática e dois alunos do Ensino Médio tomam consciência da ideia da rotação nas ferramentas de construção do software. Através de uma análise multisemiótica da atividade, examinam-se de forma integrada e sistémica os distintos meios semióticos (signos e artefatos) postos em jogo pelos participantes para alcançar um nível de consciência relativamente estável sobre a conceitualidade da rotação mobilizada na construção de um círculo, atendendo às relações dialéticas e dinâmicas entre esses meios. Nas conclusões discutem-se alguns aspectos dos processos de objetivação reportados, como a atividade semiótica desenvolvida, a atuação do professor e as dificuldades surgidas nessa atividade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of the research is to account for the geometric learning produced in a simulator creation experience with GeoGebra in Secondary School, in Venezuela. For this, we rely on the objectification process category, developed in the Theory of Objectivation, in order to describe and interpret this learning from the way in which a mathematic teacher and two Secondary School students become aware of the idea of rotation embodied in the tools of software construction. Through a multisemiotic analysis of activity, the various semiotic recourses (signs and artefacts) put into play by the participants are examined in an integrated and systematic way, paying attention to their dialectical and dynamic relations. Participants draw on these resources to reach a relatively stable level of consciousness about the conceptualization of the rotation mobilized in the construction of a circle. In the conclusions, some aspects of reported objectification processes are discussed, such as the semiotic activity displayed, the teacher&#8217;s performance and the difficulties arising in that activity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El propósito de esta investigación es dar cuenta del aprendizaje geométrico producido en una experiencia de elaboración de simuladores con el GeoGebra en la Educación Media, en Venezuela. Para tal, nos apoyamos en la categoría de procesos de objetivación, desarrollada en la Teoría de la Objetivación, con la intención de describir e interpretar ese aprendizaje en lo que se dice respecto a la manera en que un profesor de matemática y dos alumnos de la Educación Media toman consciencia de la idea de rotación en las herramientas de construcción del software. A través de un análisis multisemiótico de la actividad, se examina de forma integrada y sistemática los distintos medios semióticos (signos y artefactos) puestos em juego por los participantes para alcanzar un nivel de conciencia relativamente estable sobre la conceptualidad de la rotación movilizada en la construcción de un círculo, atendiendo a las relaciones dialécticas y dinámicas entre esos medios. En las conclusiones se discuten algunos aspectos de los procesos de objetivación reportados, como la actividad semiótica desarrollada, la actuación del profesor y las dificultades surgidas en esa actividad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem geométrica]]></kwd>
<kwd lng="pt"><![CDATA[trabalho conjunto]]></kwd>
<kwd lng="pt"><![CDATA[conceitualidade]]></kwd>
<kwd lng="pt"><![CDATA[análise multisemiótica]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="en"><![CDATA[geometric learning]]></kwd>
<kwd lng="en"><![CDATA[joint effort]]></kwd>
<kwd lng="en"><![CDATA[conceptuality]]></kwd>
<kwd lng="en"><![CDATA[multisemiotic analysis]]></kwd>
<kwd lng="en"><![CDATA[secondary school]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje geométrico]]></kwd>
<kwd lng="es"><![CDATA[trabajo conjunto]]></kwd>
<kwd lng="es"><![CDATA[conceptualidad]]></kwd>
<kwd lng="es"><![CDATA[análisis multisemiótico]]></kwd>
<kwd lng="es"><![CDATA[educación media]]></kwd>
</kwd-group>
</article-meta>
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