<?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>S2448-80892022000200217</article-id>
<article-id pub-id-type="doi">10.24844/em3402.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conceptualizaciones de la pendiente en el currículum colombiano de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptualizations of slope in Colombian intended mathematics curriculum]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dolores Flores]]></surname>
<given-names><![CDATA[Crisólogo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mosquera García]]></surname>
<given-names><![CDATA[Gustavo Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas Centro de Investigación en Matemática Educativa]]></institution>
<addr-line><![CDATA[Chilpancingo Guerrero]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas Centro de Investigación en Matemática Educativa]]></institution>
<addr-line><![CDATA[Chilpancingo Guerrero]]></addr-line>
<country>Mexico</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>217</fpage>
<lpage>244</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000200217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000200217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000200217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo da cuenta de una investigación enfocada en explorar qué conceptualizaciones de la pendiente se promueven en el currículum colombiano de matemáticas. Se utilizó el método de Análisis de Contenido a través del cual se examinaron dos documentos curriculares: Los Estándares Básicos de Competencias en Matemáticas y Los Derechos Básicos de Aprendizajes en Matemáticas. Como marco referencial se utilizaron las conceptualizaciones de la pendiente identificadas por Stump (1999) y Moore-Russo et al. (2011). Los resultados indican que en la primaria se enfatizan las conceptualizaciones propiedad funcional y situación del mundo real, en secundaria las del coeficiente paramétrico e indicador de comportamiento, en bachillerato la propiedad funcional, situación del mundo real y la concepción en cálculo. El currículum colombiano tiene una tendencia marcada hacia el desarrollo del pensamiento variacional. Este trabajo aporta información acerca de cómo se prevé la enseñanza de la pendiente en Colombia, resultados que son comparados con lo que prevén al respecto el currículum norteamericano y mexicano, los resultados pueden ser útiles en las reformas curriculares para prever consecuencias no deseadas en el aprendizaje de este concepto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article reports on an investigation focused on exploring which conceptualizations of slope are pormoted in the Colombian intended mathematics curriculum. The Content Analysis method was used through which two curricular documents were examined: The Basic Standards of Competence in Mathematics and The Basic Learning Rights in Mathematics. As a reference framework, the slope conceptualizations identified by Stump (1999) and Moore-Russo et al. (2011) were used. The results indicate that in primary school functional property and real-world situation conceptualizations are emphasized, in secondary school those of the parametric coefficient and behavior indicator, in high school functional property, real world situation and the conception in calculus. The Colombian curriculum has a marked tendency towards the development of variational thinking. This work provides information about how the teaching of slope is expected in Colombia, results that are compared with what the North American and Mexican curricula provide in this regard, the results can be useful in curricular reforms to anticipate unwanted consequences in learning of this concept.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Currículum colombiano de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[conceptualizaciones de la pendiente]]></kwd>
<kwd lng="es"><![CDATA[nivel primario]]></kwd>
<kwd lng="es"><![CDATA[nivel secundario]]></kwd>
<kwd lng="es"><![CDATA[nivel bachillerato]]></kwd>
<kwd lng="en"><![CDATA[Colombian intended mathematics curriculum]]></kwd>
<kwd lng="en"><![CDATA[conceptualizations of slope]]></kwd>
<kwd lng="en"><![CDATA[Elementary school level]]></kwd>
<kwd lng="en"><![CDATA[Middle level]]></kwd>
<kwd lng="en"><![CDATA[High school level]]></kwd>
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