<?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>S2448-80892024000100119</article-id>
<article-id pub-id-type="doi">10.24844/em3601.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Álgebra Lineal y Geometría Analítica en la formación de ingenieros en Argentina desde 1810 a la actualidad: análisis macrodidáctico]]></article-title>
<article-title xml:lang="en"><![CDATA[Linear Algebra and Analytic Geometry in engineering education in Argentina from 1810 to the present: macrodidactic análisis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sabatinelli]]></surname>
<given-names><![CDATA[Pablo Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llanos]]></surname>
<given-names><![CDATA[Viviana Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Rosario Facultad de Ciencias Exactas, Ingeniería y Agrimensura ]]></institution>
<addr-line><![CDATA[Rosario ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional del Centro de la Provincia de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</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>119</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Tanto la formación de ingenieros en Argentina como los saberes matemáticos contenidos en los planes de estudio de las carreras de ingeniería han cambiado desde su creación. En este trabajo se definen cuatro etapas que permiten describir los grandes cambios, utilizando la escala de niveles de codeterminación didáctica, desarrollado por Yves Chevallard dentro de la Teo-ría Antropológica de lo Didáctico. Se recopilan 504 planes de estudio y se genera una categorización que permite definir cada etapa, analizando condiciones para la difusión del saber matemático en la Universidad. En este trabajo nos enfocamos en el nivel del área, con el objetivo de describir las transformaciones en la organización de los saberes de Geometría Analítica y Álgebra Lineal. A pesar de los cambios sociales y culturales de los últimos años, en los últimos 50 años no se evidencian modificaciones sustanciales en los saberes a estudiar de Geometría Analítica y Álgebra Lineal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Both the education of engineers in Argentina and the mathematical knowledge contained in the curricula of engineering careers have changed since their creation. In this work, four stages are defined to describe the major changes, using the scale of levels of didactic codetermination, developed by Yves Chevallard within the Anthropological Theory of Didactics. A total of 504 study plans are compiled and a categorization is generated to define each stage, analyzing conditions for the diffusion of mathematical knowledge at the University. In this work we focus on the level of the area, with the objective of describing the transformations in the organization of the knowledge of Analytic Geometry and Linear Algebra. Despite the social and cultural changes of recent years, in the last 50 years there have been no substantial modifications in the knowledge to be studied in Analytic Geometry and Linear Algebra.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación de Ingenieros]]></kwd>
<kwd lng="es"><![CDATA[Planes de Estudio]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Teoría Antropológica de lo Didáctico]]></kwd>
<kwd lng="en"><![CDATA[Engineering Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Anthropological Theory of Didactics]]></kwd>
</kwd-group>
</article-meta>
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