<?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>S2448-80892022000100214</article-id>
<article-id pub-id-type="doi">10.24844/em3401.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ciclos de modelación y razonamiento covariacional al realizar una actividad provocadora de modelos]]></article-title>
<article-title xml:lang="en"><![CDATA[Modeling cycles and covariational reasoning when carrying out a model eliciting activity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montero Moguel]]></surname>
<given-names><![CDATA[Luis E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Alejo]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Texas College of Education and Human Development Department of Interdisciplinary Learning and Teaching]]></institution>
<addr-line><![CDATA[San Antonio ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Centro Universitario de Ciencias Exactas e Ingenierías Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></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>1</numero>
<fpage>214</fpage>
<lpage>248</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000100214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este artículo es presentar un análisis de los ciclos de modelación que estudiantes del primer cuatrimestre de la licenciatura en contabilidad y licenciatura en administración de empresas y negocios construyeron, al realizar una actividad provocadora de modelos [MEA]; derivado de este análisis se propone una guía que permita evaluar modelos construidos por estudiantes al resolver MEAs, donde subyace el concepto de función. Este estudio se fundamentó en la Perspectiva de Modelos y Modelación y el Marco Conceptual de Razonamiento Covariacional. La metodología fue cualitativa, participaron diez alumnos con edades entre 23 y 32 años. Los resultados muestran que los estudiantes exhibieron ideas de linealidad en sus primeros modelos, los cuales evolucionaron para convertirse en modelos exponenciales; al mismo tiempo, el razonamiento covariacional de los estudiantes se modificó, amplió y refinó a través de distintos niveles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this article is to present an analysis of the modeling cycles that students of the first quarter of an Accounting and Business Administration career built by carrying out a model eliciting activity [MEA]; derived from this analysis, a guide is proposed that allows evaluating models built by students when solving MEAs where the concept of function underlies. This study was based on the Models and Modeling Perspective and the Covariational Reasoning Framework. The methodology was qualitative, ten students with ages between 23 and 32 participated. The results show that the students exhibited ideas of linearity in their first models, which evolved to become exponential models; at the same time, the students&#8217; covariational reasoning was modified, extended, and refined across different levels.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Razonamiento covariacional]]></kwd>
<kwd lng="es"><![CDATA[Actividad provocadoras de modelos]]></kwd>
<kwd lng="es"><![CDATA[ciclos de modelación]]></kwd>
<kwd lng="es"><![CDATA[función exponencial]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de licenciatura]]></kwd>
<kwd lng="en"><![CDATA[Covariational reasoning]]></kwd>
<kwd lng="en"><![CDATA[Model Eliciting Activity]]></kwd>
<kwd lng="en"><![CDATA[Cycles of modeling]]></kwd>
<kwd lng="en"><![CDATA[exponential function]]></kwd>
<kwd lng="en"><![CDATA[undergraduate students]]></kwd>
</kwd-group>
</article-meta>
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