<?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>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142019000100159</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El aula invertida y la construcción de conocimiento en matemáticas. El caso de las aplicaciones de la derivada]]></article-title>
<article-title xml:lang="en"><![CDATA[The Flipped Classroom and the Construction of Knowledge in Mathematics. The Case of Derivative Applications]]></article-title>
<article-title xml:lang="pt"><![CDATA[A sala de aula invertida e a construção do conhecimento em matemática. O caso de aplicações derivadas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fúneme-Mateus]]></surname>
<given-names><![CDATA[Cristian Camilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica y Tecnológica de Colombia  ]]></institution>
<addr-line><![CDATA[Tunja Boyacá]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<numero>45</numero>
<fpage>159</fpage>
<lpage>174</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142019000100159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142019000100159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142019000100159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo de investigación describe y analiza la implementación del "aula invertida" en el desarrollo de dos clases de cálculo diferencial, en primer semestre universitario, abordando el concepto matemático de derivada desde su aplicación en problemas de razones de cambio, velocidades, máximos y mínimos. El análisis se realiza a partir de grabaciones de los episodios de clase y de la interacción en redes sociales entre los estudiantes; se describen los aspectos positivos y negativos encontrados y su relación con el éxito académico que alcanzaron los estudiantes. Lo anterior permitió revelar la necesidad de un desarrollo más profundo de los fundamentos de esta metodología en lo correspondiente al proceso de aprendizaje del objeto matemático derivada por parte de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research paper describes and analyzes the implementation of the "flipped classroom" in two first-semester differential calculus classes at a university, approaching the mathematical concept of derivatives from their application in rate-of-change, speed, maximums and minimums problems. The analysis is made based on class recordings and on the students' interactions in social networks; the positive and negative aspects found are described, as well as their relationship with the academic success achieved by the students. This revealed the need for further development of the fundamentals of this methodology as regards the students' process of learning about derivatives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo de pesquisa descreve e analisa a implementação da "sala de aula invertida" no desenvolvimento de duas aulas de cálculo diferencial, no primeiro semestre, abordando o conceito matemático de derivada desde sua aplicação em problemas de proporções, velocidades, máximos e mínimos. A análise é feita a partir de gravações das aulas e da interação nas redes sociais entre os alunos; descrevemos os aspectos positivos e negativos encontrados e sua relação com o sucesso acadêmico alcançado pelos alunos. Isso permitiu revelar a necessidade de um desenvolvimento mais profundo dos fundamentos dessa metodologia no processo de aprendizagem do objeto matemático derivada pelos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aula invertida]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de la derivada]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en el nivel universitario]]></kwd>
<kwd lng="es"><![CDATA[uso de las TIC en el aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[flipped classroom]]></kwd>
<kwd lng="en"><![CDATA[derivative learning]]></kwd>
<kwd lng="en"><![CDATA[higher education learning]]></kwd>
<kwd lng="en"><![CDATA[use of ICT in learning]]></kwd>
<kwd lng="pt"><![CDATA[sala de aula invertida]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem derivada]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem no nível universitário]]></kwd>
<kwd lng="pt"><![CDATA[uso das TIC na aprendizagem]]></kwd>
</kwd-group>
</article-meta>
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