<?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>S2448-80892022000200007</article-id>
<article-id pub-id-type="doi">10.24844/em3402.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño de un entorno de aprendizaje del saber docente acerca de las construcciones euclidianas con GeoGebra]]></article-title>
<article-title xml:lang="en"><![CDATA[Design of a learning environment for teaching knowledge about euclidean constructions with GeoGebra]]></article-title>
</title-group>
<contrib-group>
<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[Arredondo]]></surname>
<given-names><![CDATA[Elizabeth-H.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Asociación Aprender en Red Coordinación General ]]></institution>
<addr-line><![CDATA[Maracaibo ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Los Lagos Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>7</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se describen los referentes teóricos/metodológicos y elementos que estructuran el diseño de un entorno de aprendizaje centrado en las construcciones euclidianas (un tipo particular de construcciones con regla y compás) con el software GeoGebra y dirigido a futuros profesores de matemáticas. Desde una perspectiva histórica-cultural del aprendizaje y la enseñanza, se presenta una conceptualización del saber docente, del aprendizaje de este saber y de la actividad formativa que hace posible dicho aprendizaje. Los elementos del diseño incluyen una caracterización del saber acerca de las construcciones euclidianas con GeoGebra (SACEG), como un saber alimentado por una vertiente disciplinaria y profesional, el motivo, objetivo y metas de la actividad formativa, las tareas de la formación y las interacciones posibles entre el formador y los futuros profesores al resolver las tareas. Este diseño aporta elementos para el debate acerca de las exigencias propias de la promoción (o no) del aprendizaje del SACEG en contextos de formación inicial de profesores de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article describes the theoretical/methodological references and elements that structure the design of a learning environment focused on Euclidean constructions (a particular type of constructions with ruler and compass) with GeoGebra software and aimed at prospective mathematics teachers. From a historical-cultural perspective of learning and teaching, a conceptualization of teaching knowledge, of learning this knowledge and of the formative activity that makes this learning possible is presented. The elements of the design include a characterization of knowledge about Euclidean constructions with GeoGebra (SACEG), as a knowledge fed by a disciplinary and professional aspect, the motive, objective and goals of the training activity, the training tasks and the possible interactions between the trainer and the future teachers when solving the tasks. This design provides elements for the debate about the demands of promoting (or not) SACEG learning in contexts of initial mathematics teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación inicial de profesores de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[procesos de objetivación]]></kwd>
<kwd lng="es"><![CDATA[saber docente en geometría]]></kwd>
<kwd lng="es"><![CDATA[experimento de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[interacciones]]></kwd>
<kwd lng="en"><![CDATA[Pre-service mathematics teachers&#8217; education]]></kwd>
<kwd lng="en"><![CDATA[processes of objectivation]]></kwd>
<kwd lng="en"><![CDATA[knowledge for teaching in geometry]]></kwd>
<kwd lng="en"><![CDATA[teaching experiment]]></kwd>
<kwd lng="en"><![CDATA[interactions]]></kwd>
</kwd-group>
</article-meta>
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