<?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>S2448-80892024000200156</article-id>
<article-id pub-id-type="doi">10.24844/em3602.06</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Identifying Mathematical Reasoning Levels in Initial Teacher Training: A GeoGebra-Based Study about conic sections and emphasis on the case of the parabola]]></article-title>
<article-title xml:lang="es"><![CDATA[Identificando Niveles de Razonamiento Matemático en la Formación Inicial de Profesores: Un Estudio Basado en GeoGebra sobre secciones cónicas y énfasis en el caso de la parábola]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Renata Teófilo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Francisco Régis Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aires]]></surname>
<given-names><![CDATA[Ana Paula Florêncio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Educação do Ceará  ]]></institution>
<addr-line><![CDATA[ Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará Departamento de Matemática e Física ]]></institution>
<addr-line><![CDATA[ Ceará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Tras-os-Montes and Alto Douro Center on Didactics and Technology in the Education of Trainers ]]></institution>
<addr-line><![CDATA[ Aveiro]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>156</fpage>
<lpage>183</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000200156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000200156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000200156&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work aims to identify different levels of construction of mathematical reasoning in students of initial formation, in the resolution of a didactic situation about the study of the parabola with the support of GeoGebra. The theoretical support was the Theory of Didactic Situations, considering the levels of mathematical reasoning related to its dialectical movement, together with Didactic Engineering, as a research methodology. The research was carried out undergraduate students at a Brazilian public university. We noticed the strong inclination of students to recognize the parabola only through the perspective of quadratic functions, to the detriment of Analytical Geometry, prioritizing functions as the first alternative solution. The results suggest the need to rethink the parabola approach, aiming at comprehensive teaching, considering it from an analytical, geometric, and algebraic point of view, as well as approaches using technology.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como objetivo identificar diferentes niveles de construcción del razonamiento matemático en estudiantes de formación inicial, en la resolución de una situación didáctica sobre el estudio de la parábola con el apoyo de GeoGebra. El soporte teórico fue la Teoría de las Situaciones Didácticas, considerando los niveles de razonamiento matemático relacionados con su movimiento dialéctico, junto con la Ingeniería Didáctica, como metodología de investigación. La investigación se llevó a cabo estudiantes de pregrado en una universidad pública brasileña. Notamos la fuerte inclinación de los estudiantes a reconocer la parábola solo desde la perspectiva de las funciones cuadráticas, en detrimento de la Geometría Analítica, priorizando las funciones como primera alternativa de solución. Los resultados sugieren la necesidad de repensar el enfoque de la parábola, con el objetivo de una enseñanza integral, considerándolo desde el punto de vista analítico, geométrico y algebraico, así como los enfoques que utilizan tecnología.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Parabola]]></kwd>
<kwd lng="en"><![CDATA[Mathematical reasoning]]></kwd>
<kwd lng="en"><![CDATA[Theory of Didactic Situations]]></kwd>
<kwd lng="en"><![CDATA[Didactic Engineering]]></kwd>
<kwd lng="en"><![CDATA[GeoGebra.]]></kwd>
<kwd lng="es"><![CDATA[Parábola]]></kwd>
<kwd lng="es"><![CDATA[Razonamiento Matemático]]></kwd>
<kwd lng="es"><![CDATA[Teoría de Situaciones Didácticas]]></kwd>
<kwd lng="es"><![CDATA[Ingeniería Didáctica]]></kwd>
<kwd lng="es"><![CDATA[GeoGebra.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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