<?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>2077-2955</journal-id>
<journal-title><![CDATA[Transformación]]></journal-title>
<abbrev-journal-title><![CDATA[trf]]></abbrev-journal-title>
<issn>2077-2955</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Camagüey]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-29552020000200256</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Espacio de trabajo matemático: una tarea de modelización sobre función cuadrática]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical working space: a modelling task on quadratic function]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Salazar]]></surname>
<given-names><![CDATA[Jesús Victoria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almonacid Adriano]]></surname>
<given-names><![CDATA[Ana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica del Perú  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Tecnológica del Perú  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>256</fpage>
<lpage>274</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-29552020000200256&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-29552020000200256&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-29552020000200256&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo:  El presente artículo muestra un estudio en el que se analiza el espacio de trabajo matemático personal de estudiantes de carreras de humanidades cuando movilizan el concepto de función cuadrática al resolver una tarea de modelización. La parte experimental se llevó a cabo con estudiantes de humanidades de primer ciclo en un primer curso de matemáticas.  Métodos:  Para el estudio fueron considerados elementos de la teoría del Espacio de Trabajo Matemático (ETM), el ciclo de modelización de Blum y Borromeo y aspectos de Ingeniería Didáctica.  Resultado:  La tarea a priori y a posteriori se presenta en tres fases. En el artículo se presenta el desarrollo de un estudiante que será identificado aquí como Augusto.  Conclusiones:  La respuesta de la tarea de modelización planteada evidencia la activación de la génesis semiótica e instrumental y la posible activación del plano semiótico-instrumental del ETM personal de los estudiantes al desarrollar la tarea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Objective:  This paper describes a study that analyzes the personal Mathematical Working Space of humanities students when mobilizing the concept of quadratic function to solve a modelling task. The experimental part of this research was carried out with students in their first semester of Humanities, during their mathematics class.  Methods:  For this study, we considered elements from the mathematical working space (WAT) theory, Blum and Borromeo&#8217;s modeling cycle, as well as aspects of didactic engineering, as theoretical and methodological basis.  Result:  The a priori and a posteriori task is presented in three phases. The article shows the development of a student named Augusto.  Conclusions:  Answers to the task posed to students showed the activation of the semiotic and instrumental genesis and the possible activation of the semiotic-instrumental plane in students&#8217; personal MWS when they developed the task.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Matemática educativa]]></kwd>
<kwd lng="es"><![CDATA[modelización]]></kwd>
<kwd lng="es"><![CDATA[función cuadrática]]></kwd>
<kwd lng="es"><![CDATA[plano semiótico-instrumental]]></kwd>
<kwd lng="en"><![CDATA[Mathematics instruction]]></kwd>
<kwd lng="en"><![CDATA[modeling]]></kwd>
<kwd lng="en"><![CDATA[quadratic function]]></kwd>
<kwd lng="en"><![CDATA[semiotic-instrumental plane]]></kwd>
</kwd-group>
</article-meta>
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