<?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>S2448-80892024000300206</article-id>
<article-id pub-id-type="doi">10.24844/em3603.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Significados personales sobre la demostración matemática de estudiantes al inicio de la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Students&#8217; personal meanings of mathematical proof at the start of higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Milanesio]]></surname>
<given-names><![CDATA[Bettina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación Departamento de Didáctica de la Matemática]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>3</numero>
<fpage>206</fpage>
<lpage>241</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000300206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000300206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000300206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. Cómo enseñar la demostración y cómo se produce su aprendizaje continúa siendo un reto tanto para los investigadores en educación matemática como para los propios profesores. Aunque las prácticas demostrativas están presentes en las clases de matemáticas en la etapa de secundaria, los estudian-tes que acceden a titulaciones universitarias siguen mostrando grandes dificultades para desarrollar demostraciones con el grado de formalidad que se espera de la formación superior. El objetivo de este trabajo es analizar los significados personales sobre la demostración de estudiantes que acceden a los grados de física y matemáticas en una universidad argentina. Aplicamos el modelo de Toulmin y las herramientas teórico-metodológicas del Enfoque Onto-semiótico para caracterizar qué dificultades se encuentran, qué tipos de demostraciones desarrollan y cuáles son los niveles de formalización logrados. Los resultados de sus producciones muestran, por un lado, el predominio de argumentaciones no deductivas y la escasa presencia de demostraciones formales; por otro el avance en la comprensión y desarrollo de demostraciones de un mayor nivel de formalización, con la puesta en común y la discusión grupal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. Teaching proof and how its learning occurs continues to be a challenge for both mathematics education researchers and teachers themselves. Although demonstrative practices are present in high school mathematics classes, students entering university degree programs still show significant difficulties in developing proofs to the level of formality expected in higher education. The objective of this work is to characterize the personal meanings of proof for students entering physics and mathematics programs at an Argentine university. We apply the Toulmin model and the theoretical-methodological tools of the Ontosemiotic Approach to analyze the difficulties encountered, the types of proofs developed, and the levels of formalization achieved. The results of their productions show, on the one hand, the predominance of non-deductive arguments and the limited presence of formal proofs; on the other hand, progress in the understanding and development of proofs of a higher level of formalization through group sharing and discussion.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[demostración matemática]]></kwd>
<kwd lng="es"><![CDATA[niveles de alge-brización]]></kwd>
<kwd lng="es"><![CDATA[modelo de Toulmin]]></kwd>
<kwd lng="es"><![CDATA[Enfoque ontosemiótico]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[mathematical proof]]></kwd>
<kwd lng="en"><![CDATA[algebrization levels]]></kwd>
<kwd lng="en"><![CDATA[Toulmin model]]></kwd>
<kwd lng="en"><![CDATA[ontosemiotic approach]]></kwd>
</kwd-group>
</article-meta>
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