<?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>S2448-80892024000100090</article-id>
<article-id pub-id-type="doi">10.24844/em3601.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Procedimientos de estudiantes egresados de bachillerato al resolver un problema de geometría analítica]]></article-title>
<article-title xml:lang="en"><![CDATA[Procedures of high school graduates when solving an analytic geometry problema]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Acosta]]></surname>
<given-names><![CDATA[Luis Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aparicio Landa]]></surname>
<given-names><![CDATA[Eddie de Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sosa Moguel]]></surname>
<given-names><![CDATA[Landy Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Yucatán Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Yucatán Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Yucatán Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>1</numero>
<fpage>90</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000100090&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000100090&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Se reportan procedimientos que estudiantes egresados de bachillerato muestran al resolver un problema no típicamente escolar de geometría analítica, relacionado con el lugar geométrico de elipse. El estudio se hizo con 95 estudiantes (55 hombres y 40 mujeres) que participaron en un concurso institucional de conocimientos matemáticos de bachillerato. Los datos se analizaron mediante el método de análisis temático para obtener categorías de los elementos comunes y distinguir los patrones de resolución en términos de procedimientos. Las categorías obtenidas se analizaron en relación con el estable-cimiento de relaciones geométricas, la construcción de un sistema de referencia semiótico y la construcción de la fórmula de una elipse. Estas con-sideraciones derivan de estudios histórico-epistemológicos previos como sustento teórico. Los resultados sugieren un desconocimiento de los participantes sobre el proceso de construcción de la elipse, en particular, y en lo general, una falta de conexión entre conocimiento conceptual y procedimental del aprendizaje geométrico analítico adquirido en la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We report the procedures that high school graduates show when they solve a not typically school analytic geometry problem related to the geometric locus of ellipse. The study was conducted with 95 students (55 males and 40 females) who participated in an institutional contest of high school mathematical knowledge. The data were analyzed using the thematic analysis method to obtain categories of common elements and to distinguish resolution patterns in terms of procedures. The categories obtained were analyzed in relation to the establishment of geometric relations, the construction of a semiotic reference system and the construction of the formula of an ellipse. These considerations derive from previous historical-epistemological studies as a theoretical support. The results suggest a lack of knowledge of the participants about the process of construction of the ellipse, particularly, and in general, a lack of connection between conceptual and procedural knowledge of analytic geometric learned at school.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[geometría analítica]]></kwd>
<kwd lng="es"><![CDATA[procedimientos de estudiantes]]></kwd>
<kwd lng="es"><![CDATA[lugar geométrico]]></kwd>
<kwd lng="es"><![CDATA[epistemología histórica]]></kwd>
<kwd lng="es"><![CDATA[egresados de bachillerato]]></kwd>
<kwd lng="en"><![CDATA[analytic geometry]]></kwd>
<kwd lng="en"><![CDATA[student procedures]]></kwd>
<kwd lng="en"><![CDATA[geometric locus]]></kwd>
<kwd lng="en"><![CDATA[baccalaure-ate]]></kwd>
<kwd lng="en"><![CDATA[historical epistemology]]></kwd>
<kwd lng="en"><![CDATA[high school graduates]]></kwd>
</kwd-group>
</article-meta>
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