<?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>S2448-80892020000300209</article-id>
<article-id pub-id-type="doi">10.24844/em3203.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Explorando las conexiones matemáticas asociadas a la función exponencial y logarítmica en estudiantes universitarios colombianos]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploring mathematical connections associated with the exponential and logarithmic function in Colombian university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campo-Meneses]]></surname>
<given-names><![CDATA[Karen Gisel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-García]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Centro de Investigación en Matemática Educativa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Centro de Investigación en Matemática Educativa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>3</numero>
<fpage>209</fpage>
<lpage>240</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892020000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892020000300209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892020000300209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las conexiones matemáticas representan una meta en el currículo de diversos países, por lo que han sido objeto de investigación en Matemática Educativa. El presente artículo está inserto en esta línea y busca responder la pregunta ¿Qué conexiones matemáticas realizan los estudiantes universitarios que cursan carreras afines a la matemática cuando resuelven tareas que involucran a las funciones exponencial y logarítmica? Las conexiones matemáticas se entienden como un proceso en el que una persona establece una relación verdadera entre dos o más ideas, conceptos, teoremas, procedimientos y significados entre sí, con otras disciplinas o con la vida real. El estudio emplea a la Entrevista Basada en Tareas (previamente validadas) para la colecta de datos, los cuales fueron analizados utilizando el análisis temático. Los resultados obtenidos indican la aparición de seis tipologías de conexiones matemáticas: parte-todo, característica, significado, procedimental, reversibilidad y representaciones diferentes y una inclinación, por parte de los estudiantes, para dar respuesta a las tareas que se asocian con la función exponencial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Mathematical connections are a goal in the curriculum of several countries, so they have been the subject of research in Educational Mathematics. This article is inserted in this line and seek to answer the question: What mathematical connections do university students who study careers related to mathematics make when they solve tasks that involve the exponential and logarithmic functions? Mathematical connections are understood as a process in which a person establishes a true relationship between two or more ideas, concepts, theorems, procedures and meanings with each other, with other disciplines or with real life. The study uses the Task Based Interview (previously validated) for data collection, the results of which were analyzed using thematic analysis. The results obtained indicate the appearance of six types of mathematical connections: part-whole, characteristic, meaning, procedural, reversibility and different representations and an inclination, on the part of the students, to respond to the tasks that are associated with the exponential function.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conexiones matemáticas]]></kwd>
<kwd lng="es"><![CDATA[función exponencial]]></kwd>
<kwd lng="es"><![CDATA[función logarítmica]]></kwd>
<kwd lng="es"><![CDATA[Entrevista Basada en Tareas]]></kwd>
<kwd lng="es"><![CDATA[estudio de casos]]></kwd>
<kwd lng="en"><![CDATA[mathematical connections]]></kwd>
<kwd lng="en"><![CDATA[exponential function]]></kwd>
<kwd lng="en"><![CDATA[logarithmic function]]></kwd>
<kwd lng="en"><![CDATA[Task-Based Interview]]></kwd>
<kwd lng="en"><![CDATA[study of cases]]></kwd>
</kwd-group>
</article-meta>
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