<?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>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962021000200446</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dificultades para argumentar el uso de registros semióticos en problemas de variación cuadrática]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dificuldades em sustentar a utilização de registos semióticos em problemas de variação quadrática]]></article-title>
<article-title xml:lang="en"><![CDATA[Difficulties in arguing the use of semiotic registers in quadratic variation problems]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ríos-Cuesta]]></surname>
<given-names><![CDATA[Wilmer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>2</numero>
<fpage>446</fpage>
<lpage>457</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962021000200446&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962021000200446&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962021000200446&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se presenta un estudio de caso cualitativo con un enfoque experimental, en el que se buscó comprender la falta de participación en clase de un grupo de 14 estudiantes de 9° grado en una institución pública en el departamento del Chocó. Indagamos sobre las cuestiones operativas que desarrollan al momento de resolver un problema de variación cuadrática mediante la presentación de varios registros semióticos de la tarea y situando la mirada en los argumentos que ofrecen para justificar su razonamiento. Encontramos una marcada preferencia hacia el registro tabular, aunque no es el óptimo para resolver la tarea, y una dificultad para ofrecer argumentos basados en evidencias que le den mayor fuerza a su razonamiento. Se debe promover la participación en clase por medio de tareas abiertas, comenzar a desarrollar procesos argumentativos en grados inferiores y minimizar la enseñanza centrada en la memorización y aplicación de algoritmos para poder desarrollar pensamiento matemático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Apresentamos um estudo de caso qualitativo com um focus experimental na qual procurámos compreender a falta de participação na aula de um grupo de 14 alunos do 9º ano numa instituição pública do departamento de Chocó. Questionamos sobre as questões operacionais que desenvolvem quando solucionam um problema de variação quadrática, através da apresentação de vários registos semióticos da tarefa e concentrando-nos nos fundamentos que oferecem para justificar o seu raciocínio. Encontrámos uma preferência marcada pelo registo tabular, embora não seja o ideal para resolver a tarefa, e uma maior dificuldade em oferecer argumentos baseados em provas que dão maior força ao seu raciocínio. A participação nas aulas deve ser incentivada por meio de tarefas abertas, começando a desenvolver processos argumentativos nas notas mais baixas e minimizando o ensino baseado na memorização e aplicação de algoritmos, a fim de desenvolver o pensamento matemático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT We present a qualitative case study with an experimental approach in which we sought to understand the lack of participation in class of a group of 14 9th grade students in a public institution in the department of Chocó. We inquired about the operational issues they develop when solving a quadratic variation problem by presenting several semiotic registers of the task and focusing on the arguments they offer to justify their reasoning. We found a marked preference for the tabular register, although it is not the optimal one to solve the task, and a difficulty to offer arguments based on evidence that give more strength to their reasoning. Class participation should be promoted through open tasks, starting to develop argumentative processes in lower grades and minimizing teaching focused on memorization and application of algorithms to develop mathematical thinking]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[registros]]></kwd>
<kwd lng="es"><![CDATA[representaciones semióticas]]></kwd>
<kwd lng="es"><![CDATA[variación cuadrática]]></kwd>
<kwd lng="es"><![CDATA[argumentación]]></kwd>
<kwd lng="es"><![CDATA[mediación]]></kwd>
<kwd lng="pt"><![CDATA[registos]]></kwd>
<kwd lng="pt"><![CDATA[representações semióticas]]></kwd>
<kwd lng="pt"><![CDATA[variação quadrática]]></kwd>
<kwd lng="pt"><![CDATA[argumentação]]></kwd>
<kwd lng="pt"><![CDATA[mediação]]></kwd>
<kwd lng="en"><![CDATA[registries]]></kwd>
<kwd lng="en"><![CDATA[semiotic representations]]></kwd>
<kwd lng="en"><![CDATA[quadratic variation]]></kwd>
<kwd lng="en"><![CDATA[argumentation]]></kwd>
<kwd lng="en"><![CDATA[mediation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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