<?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>S0121-38142019000200057</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias curriculares de formación en Historia de las Matemáticas en licenciaturas en Matemáticas en Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Curricular Strategies of Formation in History of Mathematics in Bachelor's Degrees in Mathematics in Colombia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratêgias curriculares de formacao em Historia da Matemática nos Bacharelado em Matemática na Colombia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guacaneme S.]]></surname>
<given-names><![CDATA[Edgar Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres-R.]]></surname>
<given-names><![CDATA[Ligia Amparo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arboleda-A.]]></surname>
<given-names><![CDATA[Luis Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[Santiago de Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[Santiago de Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>46</numero>
<fpage>57</fpage>
<lpage>80</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142019000200057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142019000200057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142019000200057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen1 Teniendo en cuenta la necesidad de conocer cómo se está gestionando la Historia de las Matemáticas (HM) en los programas de formación inicial de profesores de Matemáticas, en este artículo de investigación se caracterizan las estrategias curriculares para la formación del conocimiento histórico de las Matemáticas en nueve licenciaturas colombianas; en este sentido, se buscó responder cuatro preguntas clásicas: por qué, para qué, qué y cómo se lleva a cabo el estudio de la HM en las licenciaturas. En torno a cada una de estas preguntas se postularon sendos sistemas conceptuales que fungieron como categorías de análisis de la información objeto de estudio; esta se acopió a través de una estrategia que incluyó el desarrollo de un panel de profesores, el estudio de documentos curriculares de las licenciaturas, y el desarrollo de entrevistas con profesores y estudiantes. Como resultado de la investigación se dispone de respuestas que aluden a: el impacto que tiene la existencia de profesores o grupos de estudio/investigación que asumen la HM en el conocimiento del profesor de Matemáticas como empresa académica, la potencia que se le atribuye al estudio de la HM en relación con la generación de visiones alternativas de las Matemáticas y de sus objetos, las pulsiones que se dan en la elección de una HM que se debate entre su versión general y la HM de objetos matemáticos específicos, o el diverso protagonismo que tiene la HM en los planes de estudio de las licenciaturas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Taking into account the need to know how the History of Mathematics (HM) is being managed in the initial training programs of mathematics teachers, this research article characterizes the curricular strategies for the formation of historical knowledge of Mathematics in nine Colombian degrees. In this sense, we sought to answer four classic questions: why, for what, what and how the study of HM is carried out in the Bachelor's degrees. Around each of these questions, two conceptual systems were postulated that served as categories of analysis of the information under study. This was collected through a strategy that included the development of a panel of professors, the study of curricular documents of the degrees, and the development of interviews with teachers and students. As a result of the research, there are answers that refer to: the impact of the existence of professors or study / research groups that assume the HM in the knowledge of the professor of Mathematics as an academic company, the power attributed to the study of the HM in relation to the generation of alternative visions of Mathematics and its objects, the drives that occur in the election of a HM that is debated between its general version and the HM of specific mathematical objects, or the diverse role that has the HM in the curricula of the degrees.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Levando em consideragao a necessidade de saber como a História da Matemática (HM) está sendo gerenciada nos programas iniciais de formagao de professores de matemática, este artigo de pesquisa caracteriza as estratégias curriculares para a formagao do conhecimento histórico da Matemática em nove graus colombianos. Nesse sentido, buscou-se responder a quatro questóes clássicas: porque, para qué, o que e como o estudo da HM é realizado nos bacharelados. Em torno de cada uma dessas questóes, foram postulados dois sistemas conceituais que serviram como categorias de análise das informagóes em estudo. Esta foi coletada através de uma estratégia que incluiu o desenvolvimento de um painel de professores, o estudo de documentos curriculares dos bacharelados e o desenvolvimento de entrevistas com professores e alunos. Como resultado da pesquisa, há respostas que se referem a: o impacto da existéncia de professores ou grupos de estudo / pesquisa que assume a HM no conhecimento do professor de Matemática como empresa académica, o poder atribuído ao estudo da HM em relagao á geragao de visóes alternativas da Matemática e seus objetos, as unidades que ocorrem na eleigao de uma HM que é debatida entre sua versao geral e a HM de objetos matemáticos específicos ou o papel diverso que possui a HM nos currículos dos bacharelados.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Historia de las Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[estrategias curriculares]]></kwd>
<kwd lng="en"><![CDATA[History of Mathematics, teacher training]]></kwd>
<kwd lng="en"><![CDATA[curricular strategies]]></kwd>
<kwd lng="pt"><![CDATA[história da Matemática]]></kwd>
<kwd lng="pt"><![CDATA[formagao de professores]]></kwd>
<kwd lng="pt"><![CDATA[estratégias curriculares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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