<?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>S2448-80892018000300009</article-id>
<article-id pub-id-type="doi">10.24844/em3003.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprender el trabajo de los docentes a través de su interacción con los recursos de su enseñanza - una historia de trayectorias]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding the work of teachers through their interaction with their teaching resources - a history of trajectories]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trouche]]></surname>
<given-names><![CDATA[Luc]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escuela Normal Superior de Lyon Instituto Francés de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>France</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>30</volume>
<numero>3</numero>
<fpage>9</fpage>
<lpage>40</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892018000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892018000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892018000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se muestra, a partir de un testimonio personal, cómo se entrelazan las historias tecnológicas, conceptuales, profesionales y humanas e ilustrar esta interrelación desde la trayectoria de un recurso. En la primera sección se presenta dicho testimonio. En la segunda se expone el marco conceptual en el que se sitúa actualmente nuestra investigación. En la tercera se introduce el problema matemático que sustenta nuestra reflexión. La cuarta sección se dedica a la aplicación de este problema en un contexto de formación de docentes en Francia, en 2002. La quinta se destina al análisis del mismo problema en el contexto de un seminario de investigación en México en 2017. En la sexta sección se destacan las tensiones relativas a la formación docente, entre &#8220;darles herramientas para apoyar su trabajo en el aula&#8221; y &#8220;darles tiempo para que, juntos, puedan expresar su creatividad&#8221;. Este artículo retoma, en especial, los términos de un seminario que se llevó a cabo en el Instituto Freudenthal de Utrecht, por invitación de Paul Drijvers (Trouche 2018A).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article shows, from a personal testimony, how the technological, conceptual, professional and human histories are intertwined and illustrate this interrelation from the trajectory of a resource. In the first section that testimony is presented. The second one exposes the conceptual framework in which our research is currently located. In the third, the mathematical problem that underlies our reflection is introduced. The fourth section is devoted to the implementation of this problem in a context of teacher training in France in 2002. The fifth section is intended to the analysis of the same problem in the context of a research seminar in Mexico in 2017. In the sixth section the tensions related to teacher training are highlighted, between "giving them tools to support their work in the classroom" and "giving them time so that, together, they can express their creativity". This article takes up, in particular, the terms of a seminar that was held at the Freudenthal Institute of Utrecht, at the invitation of Paul Drijvers (Trouche 2018A).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enfoque documental en la didáctica]]></kwd>
<kwd lng="es"><![CDATA[creatividad matemática]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[instrumentación]]></kwd>
<kwd lng="es"><![CDATA[instrumentalización]]></kwd>
<kwd lng="es"><![CDATA[sistema de recursos]]></kwd>
<kwd lng="en"><![CDATA[Documentational approach to didactics]]></kwd>
<kwd lng="en"><![CDATA[mathematical creativity]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[instrumentation]]></kwd>
<kwd lng="en"><![CDATA[instrumentalization]]></kwd>
<kwd lng="en"><![CDATA[resource system]]></kwd>
</kwd-group>
</article-meta>
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