<?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>S2448-80892021000100041</article-id>
<article-id pub-id-type="doi">10.24844/em3301.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Covariación logarítmico-exponencial en futuros profesores de matemáticas. Un estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Logarithmic-exponential covariational in future mathematics teachers. A case study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trejo Martínez]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrari Escolá]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Sierra]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>33</volume>
<numero>1</numero>
<fpage>41</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892021000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892021000100041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892021000100041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente estudio contribuye al cuerpo de investigación acerca del desarrollo del razonamiento covariacional en futuros profesores de matemáticas. Reportamos las acciones mentales y niveles de razonamiento covariacional logarítmico-exponencial percibidos en dos estudiantes de sexto semestre de una licenciatura en matemáticas, durante un experimento de enseñanza desarrolla-do por un futuro profesor de matemáticas que está inmerso en un proyecto de investigación. Las tareas del experimento inician con una construcción geométrica de puntos de una curva utilizando GeoGebra para que los estudiantes exploren las variaciones y describan la curva que ajusta los puntos y logren determinar una expresión general para la construcción de cualquier punto al reconocer las dos progresiones: la aritmética y la geométrica. Sin embargo, evidencian la complejidad de desarrollar un razonamiento covariacional continuo a partir de una tarea que incentiva el razonamiento covariacional discreto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present study contributes to the body of research about the development of covariational reasoning in future mathematics teachers. We report the mental actions and levels of logarithmic-exponential covariational reasoning perceived in sixth semester undergraduate students in mathematics during a teaching experiment developed by a future mathematics teacher who is immersed in a research project. The tasks of the teaching experiment begin with a geometric construction of points of a curve using GeoGebra for students to explore the variations and describe the curve that adjusts the points. The students determine a general expression for the construction of any point by recognizing the two progressions: arithmetic and geometric. However, they show the complexity of developing a continuous covariation reasoning from a task that encourages discrete covariation reasoning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Razonamiento covariacional]]></kwd>
<kwd lng="es"><![CDATA[Experimento de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Geometría dinámica]]></kwd>
<kwd lng="es"><![CDATA[Construcción geométrica.]]></kwd>
<kwd lng="en"><![CDATA[Covariational reasoning]]></kwd>
<kwd lng="en"><![CDATA[teaching experiment]]></kwd>
<kwd lng="en"><![CDATA[Dynamic Geometric]]></kwd>
<kwd lng="en"><![CDATA[Geometric construction.]]></kwd>
</kwd-group>
</article-meta>
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