<?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>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592022000200212</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v13.n33.2022.12274</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Significados parciales de la derivada en libros universitarios en la formación de ingenieros]]></article-title>
<article-title xml:lang="en"><![CDATA[Partial meanings of the derivative in university textbooks in engineering education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Significados parciais da derivada nos livros universitários na educação de engenharia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Larios Osorio]]></surname>
<given-names><![CDATA[Víctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Sánchez]]></surname>
<given-names><![CDATA[Angélica Rosario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>33</numero>
<fpage>212</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592022000200212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592022000200212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592022000200212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La relevancia del cálculo en la formación de ingenieros ha generado interés en el estudio de su aprendizaje y en la construcción de significados asociados a los objetos que lo componen. Los significados que circulan en los cursos están influidos por recursos y materiales de consulta que los profesores aprovechan, como los libros de texto. Por ello, es pertinente identificar cuáles son los significados que se promueven en esos materiales. Este trabajo presenta un análisis de los significados que algunos libros usados en la formación de ingenieros promueven sobre el concepto de derivada, con base en el enfoque ontosemiótico del conocimiento matemático. Las observaciones se contrastaron con los significados parciales que la derivada ha tenido a lo largo de su desarrollo histórico. Se observó que se privilegia el significado parcial, que corresponde a la última etapa de su desarrollo histórico, con lo cual se pretende lograr una generalización en su estudio, pero que se aleja de un acercamiento intuitivo que podría servir para el aprendizaje de los alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The relevance of calculus in engineering education has raised interest in the study of its learning and in the construction of meanings associated with the objects that compose it. The meanings that circulate in the classrooms are influenced by resources and reference materials that teachers use, such as textbooks. Therefore, it is relevant to identify which meanings are promoted in those materials. This article presents an analysis of the meanings that some books promote on the concept of derivative in engineering education, based on the ontosemiotic approach to mathematical knowledge. The observations were contrasted with the partial meanings that the derivative has had throughout history. It was noted that the partial meaning is privileged, which corresponds to the last stage of its historical evolution, with which it is intended to achieve a generalization in its study, but which moves away from an intuitive approach that could be useful for the students' learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A relevância do cálculo na educação da engenharia tem suscitado interesse no estudo de seu aprendizado e na construção de significados associados aos objetos que o compõem. Os significados que circulam nas salas de aula são influenciados pelos recursos e materiais de referência que os professores utilizam, tais como livros didáticos. Portanto, é relevante identificar quais significados são promovidos nesses materiais. Este artigo apresenta uma análise dos significados que alguns livros utilizados na educação em engenharia promovem sobre o conceito da derivada, com base na abordagem ontosemiótica do conhecimento matemático. As observações foram contrastadas com os significados parciais que a derivada teve ao longo de sua evolução histórica. Observou-se que o significado parcial é privilegiado, o que corresponde ao último estágio de sua evolução histórica, com o qual se pretende alcançar uma generalização em seu estudo, mas que se afasta de uma abordagem intuitiva que poderia ser útil para o aprendizado dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación de ingenieros]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[cálculo]]></kwd>
<kwd lng="es"><![CDATA[libro de texto]]></kwd>
<kwd lng="en"><![CDATA[engineering education]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[calculus]]></kwd>
<kwd lng="en"><![CDATA[textbooks]]></kwd>
<kwd lng="pt"><![CDATA[educação da engenharia]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[cálculo]]></kwd>
<kwd lng="pt"><![CDATA[livros didáticos]]></kwd>
</kwd-group>
</article-meta>
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