<?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>S2448-80892023000300178</article-id>
<article-id pub-id-type="doi">10.24844/em3503.06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diseño de tareas en la formación inicial docente de matemáticas que involucran las representaciones de una función]]></article-title>
<article-title xml:lang="en"><![CDATA[Design of tasks in the initial training of mathematics teachers that involve the representations of a function]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henríquez-Rivas]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Verdugo-Hernández]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias Básicas Departamento de Matemática, Física y Estadística]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Talca Facultad de Ciencias de la Educación Escuela de Pedagogía en Ciencias Naturales y Exactas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>35</volume>
<numero>3</numero>
<fpage>178</fpage>
<lpage>208</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000300178&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000300178&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000300178&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En esta investigación presentamos los análisis asociados con el diseño de tareas desarrolladas por futuros profesores de matemáticas de nivel secundario. Para ello, ponemos atención a las experiencias formativas del profesorado y las demandas establecidas en el currículo escolar que deben ser consideradas en el desarrollo de actividades en la formación inicial docente (FID). Presentamos un estudio de casos que caracteriza el trabajo matemático alrededor de tareas diseñadas por futuros profesores, centradas en el concepto de función y que favorecen la habilidad representar declarada en el currículo chileno. El estudio se realiza en cursos de didáctica de la FID en dos universidades. Los análisis se sustentan en la teoría Espacios de Trabajo Matemático, la que nos permite profundizar en aspectos epistemológicos y cognitivos del trabajo matemático esperado que las tareas promueven. Los resultados muestran dificultades asociadas con las tareas que los profesores diseñan y lo que esperan propiciar para su enseñanza. Concluimos con una discusión sobre posibilidades de mejoras para la formación del profesorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this research we present the analyses associated with the design of tasks developed by prospective secondary mathematics teachers. To do so, we pay attention to the formative experiences of teachers and the demands established in the school curriculum that must be considered in the development of activities in initial teacher education (ITE). We present a cases study that characterises the mathematical work around tasks designed by future teachers, focusing on the concept of function and favouring the ability to represent declared in the Chilean curriculum. The study is carried out in ITE didactics courses at two universities. The analyses are based on the theory called Mathematical Working Spaces, which allows us to delve into epistemological and cognitive aspects of the expected mathematical work that the tasks promote. The results show difficulties associated with the tasks that teachers design and what they hope to promote in their teaching. We conclude with a discussion of possibilities for improvement in teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Representar]]></kwd>
<kwd lng="es"><![CDATA[función]]></kwd>
<kwd lng="es"><![CDATA[Espacio de Trabajo Matemático]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[Representing]]></kwd>
<kwd lng="en"><![CDATA[function]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Working Space]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ainley]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Pratt]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The significance of task design in mathematics education: Examples from proportional reasoning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Chick]]></surname>
<given-names><![CDATA[H. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Vincent]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education]]></source>
<year>2005</year>
<volume>1</volume>
<page-range>103-8</page-range><publisher-name><![CDATA[PME]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arce]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ortega]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Deficiencias en el trazado de gráficas de funciones en estudiantes de bachillerato]]></article-title>
<source><![CDATA[PNA]]></source>
<year>2013</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>61-73</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Adu-Gyamfi]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Bossé]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Processes and reasoning in representations of linear functions]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2014</year>
<volume>12</volume>
<page-range>167-92</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Amaya De Armas]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Castellanos]]></surname>
<given-names><![CDATA[A. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competencias de profe-sores en formación en matemáticas al transformar las representaciones de una función]]></article-title>
<source><![CDATA[Uniciencia]]></source>
<year>2021</year>
<volume>35</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arzarello]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Olivero]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Paola]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Robutti]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A cognitive analysis of dragging practises in Cabri environments]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2002</year>
<volume>34</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>66-72</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Becker]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Shimada]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[The open-ended approach: A new proposal for teaching mathematics]]></source>
<year>1997</year>
<publisher-name><![CDATA[National Council of Teachers of Mathematics]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Borromeo Ferri]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[On the Influence of Mathematical Thinking Styles on Learners&#8217; Modeling Behavior]]></article-title>
<source><![CDATA[J Math Didakt]]></source>
<year>2010</year>
<volume>31</volume>
<page-range>99-118</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carrillo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Climent]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Montes]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Contreras]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Flores-Medrano]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Escudero-Ávila]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Vasco]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Aguilar-González]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz-Catalán]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Mathematics Teacher&#8217;s Specialised Knowledge (MTSK) model]]></article-title>
<source><![CDATA[Research in Mathematics Education]]></source>
<year>2018</year>
<volume>20</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>236-53</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carrión Miranda]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Pluvinage]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Registros y estratos en ETM al servicio del pensamiento funcional]]></article-title>
<source><![CDATA[Revista Latinoamericana de Investigación en Matemática Educativa]]></source>
<year>2014</year>
<volume>17</volume>
<numero>4-II</numero>
<issue>4-II</issue>
<page-range>267-86</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<collab>CPEIP</collab>
<source><![CDATA[Estándares Pedagógicos y Disciplinarios para Carreras de Pedagogía en Matemática]]></source>
<year>2021</year>
<publisher-name><![CDATA[Ministerio de Educación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Denzin]]></surname>
<given-names><![CDATA[N. K.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Research Act: A Theoretical Introduction to Sociological Method]]></source>
<year>1978</year>
<edition>2.ª ed.</edition>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Duval]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Sémiosis et pensée humaine. Registres sémiotiques et apprentissages intellectuels]]></source>
<year>1995</year>
<publisher-name><![CDATA[Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Espinoza-Vázquez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Zakaryan]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo Yáñez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El conocimiento especializado del profesor de matemáticas en el uso de la analogía en la enseñanza del concepto de función]]></article-title>
<source><![CDATA[Relime]]></source>
<year>2018</year>
<volume>21</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>301-24</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Flores González]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Delgadillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Artefacto y espacio de trabajo matemático en la multiplicación de números complejos]]></article-title>
<source><![CDATA[Educación Matemática]]></source>
<year>2016</year>
<volume>28</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>85-117</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez-Chacón]]></surname>
<given-names><![CDATA[I. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kuzniak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vivier]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El rol del profesor desde la perspectiva de los Espacios de Trabajo Matemático]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2016</year>
<volume>30</volume>
<numero>54</numero>
<issue>54</issue>
<page-range>1-22</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guzmán]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Registros de representación, el aprendizaje de nociones relativas a funciones: voces de estudiantes]]></article-title>
<source><![CDATA[Relime]]></source>
<year>1996</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-21</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hitt]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Difficulties in the Articulation of Different Representations Linked to the Concept of Function]]></article-title>
<source><![CDATA[Journal of Mathematical Behavior]]></source>
<year>1998</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>123-34</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Henríquez Rivas]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Delgadillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El trabajo matemático de profesores en el tránsito de la geometría sintética a la analítica en el liceo]]></article-title>
<source><![CDATA[Bolema]]></source>
<year>2016</year>
<volume>30</volume>
<numero>54</numero>
<issue>54</issue>
<page-range>45-66</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Henríquez Rivas]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ponce]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo Yáñez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Climent]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Espinoza-Vásquez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Trabajo matemático de un profesor basado en tareas y ejemplos propuestos para la enseñanza]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2021</year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>123-42</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Henríquez Rivas]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Guerrero Ortiz]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ávila Barrera]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Trabajo matemático de profesores universitarios: Heurísticas de solución de una tarea]]></article-title>
<source><![CDATA[Educación Matemática]]></source>
<year>2021</year>
<volume>33</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>233-62</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Henríquez Rivas]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Kuzniak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Masselin]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The idoine or suitable MWS as an essential transition stage between personal and reference mathematical work]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Kuzniak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mathematical work in educational context: The perspective of the theory of Mathematical Working Spaces]]></source>
<year>2022</year>
<page-range>121-46</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kieran]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Doorman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ohtani]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Frameworks and principles for task design]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ohtani]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Task design in Mathematics education]]></source>
<year>2013</year>
<page-range>19-74</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuzniak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[L&#8217;Espace de Travail Mathématique et ses Genèses]]></article-title>
<source><![CDATA[Annales de Didactique et de Sciences Cognitives]]></source>
<year>2011</year>
<volume>16</volume>
<page-range>9-24</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuzniak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Montoya Delgadillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Richard]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mathematical work in educational context: The perspective of the theory of mathematical working spaces]]></source>
<year>2022</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuzniak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Nechache]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[On forms of geometric work: a study with pre-service teachers based on the theory of Mathematical Working Spaces]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2021</year>
<volume>106</volume>
<page-range>271-89</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuzniak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Nechache]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Drouhard]]></surname>
<given-names><![CDATA[J. P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding the development of mathematical work in the context of the classroom]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2016</year>
<volume>48</volume>
<page-range>861-74</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuzniak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Richard]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Espacios de trabajo matemático. Puntos de vista y perspectivas]]></article-title>
<source><![CDATA[Revista Latinoamericana de Investigación en Matemática Educativa]]></source>
<year>2014</year>
<volume>17</volume>
<numero>4-I</numero>
<issue>4-I</issue>
<page-range>5-15</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kuzniak]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Tanguay]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Elia]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mathematical Working Spaces in schooling: an introduction]]></article-title>
<source><![CDATA[ZDM Mathematics Education]]></source>
<year>2016</year>
<volume>48</volume>
<page-range>721-37</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López Hernández]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Fuchs Gómez]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Briones Cortés]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Realidad aumentada y Matemáticas: propuesta de mediación para la comprensión de la función]]></article-title>
<source><![CDATA[Campus Virtuales]]></source>
<year>2019</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>63-72</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Manrique]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Gallo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Prada]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Efectos de la aplicación de la ingeniería didáctica en el aprendizaje del concepto de función]]></article-title>
<source><![CDATA[Revista Espacios]]></source>
<year>2019</year>
<volume>40</volume>
<numero>26</numero>
<issue>26</issue>
<page-range>1-12</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Margolinas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Task Design in Mathematics Education]]></source>
<year>2013</year>
<publisher-name><![CDATA[Proceedings of ICMI Study 22]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez De La Rosa]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Esquemas conceptuales de los estudiantes en relación con algunas características de las funciones]]></article-title>
<source><![CDATA[Suma]]></source>
<year>2015</year>
<volume>79</volume>
<page-range>41-52</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martín-Fernández]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Rico]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz-Hidalgo]]></surname>
<given-names><![CDATA[J. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conversions Between Trigonometric Representation Systems by Pre-service Secondary School Teachers]]></article-title>
<source><![CDATA[PNA]]></source>
<year>2022</year>
<volume>16</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>237-63</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mason]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Johnston-Wilder]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Designing and Using Mathematical Tasks]]></source>
<year>2006</year>
<publisher-name><![CDATA[Tarquin Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<collab>Mineduc</collab>
<source><![CDATA[Bases Curriculares]]></source>
<year>2015</year>
<publisher-name><![CDATA[Autor]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montoya-Delgadillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Mena-Lorca]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mena-Lorca]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Circulaciones y génesis en el espacio de trabajo matemático]]></article-title>
<source><![CDATA[Relime]]></source>
<year>2014</year>
<volume>17</volume>
<numero>4-I</numero>
<issue>4-I</issue>
<page-range>181-97</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pincheira Haucka]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Vásquez Ortiz]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conocimiento Didáctico-Matemático para la Enseñanza de la Matemática Elemental en futuros profesores de educación básica: diseño, construcción y validación de un instrumento de evaluación]]></article-title>
<source><![CDATA[Estudios Pedagógicos]]></source>
<year>2018</year>
<volume>XLIV</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-48</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Parra-Urrea]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Castro-Gordillo]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Significados de la función pretendidos por el currículo de matemáticas chileno]]></article-title>
<source><![CDATA[magis, Revista Internacional de Investigación en Educación]]></source>
<year>2019</year>
<volume>11</volume>
<numero>23</numero>
<issue>23</issue>
<page-range>201-20</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richard]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Raisonnement et stratégies de preuve dans l&#8217;enseignement des mathématiques]]></source>
<year>2004</year>
<publisher-name><![CDATA[Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rousse]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Discret et continu au lycée. Enjeux de ces notions à travers l&#8217;étude de l&#8217;enseignement de l&#8217;analyse et des probabilités. Mathématiques générales [math.GM]]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Paris Cité ]]></publisher-loc>
<publisher-name><![CDATA[Université Sorbonne]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Simons]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<source><![CDATA[El estudio de caso: Teoría y práctica]]></source>
<year>2011</year>
<publisher-name><![CDATA[Ediciones Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stake]]></surname>
</name>
</person-group>
<source><![CDATA[Investigación con estudio de casos]]></source>
<year>2007</year>
<publisher-name><![CDATA[Ediciones Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stewart]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Cálculo de una variable]]></source>
<year>2008</year>
<edition>Sexta edición</edition>
<publisher-name><![CDATA[Cengage Learning Editores S.A.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[M.D.]]></given-names>
</name>
<name>
<surname><![CDATA[Cañada]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Moreno]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pensamiento funcional de estudiantes de 2° de primaria: estructuras y representaciones]]></article-title>
<source><![CDATA[PNA]]></source>
<year>2022</year>
<volume>16</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>215-36</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trigueros]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez-Planell]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Geometrical representations in the learning of two-variable functions]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2009</year>
<volume>73</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>3-19</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verdugo-Hernández]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Espinoza-Vásquez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Carrillo Yáñez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis de una tarea sobre sucesiones desde el uso de las herramientas y el conocimiento mate-mático del profesor]]></article-title>
<source><![CDATA[Enseñanza de las Ciencias]]></source>
<year>2022</year>
<volume>40</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>125-45</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ohtani]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Task Design in Mathematics Education. An ICMI study 22]]></source>
<year>2015</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yin]]></surname>
<given-names><![CDATA[R.K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Case study research and applications. Design and methods]]></source>
<year>2018</year>
<edition>6e ed.</edition>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yoon]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Secondary teachers&#8217; meanings for function notation in the United States and South Korea]]></article-title>
<source><![CDATA[Journal of Mathematical Behavior]]></source>
<year>2020</year>
<volume>60</volume>
<numero>100804</numero>
<issue>100804</issue>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mason]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Taken-as-shared: A review of common assumptions about mathematical tasks in teacher education]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2007</year>
<volume>10</volume>
<numero>4-6</numero>
<issue>4-6</issue>
<page-range>205-15</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
