<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202022000400156</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El significado del concepto de pendiente desde la perspectiva universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[The meaning of the slope concept from the university perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Santiesteban]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz Ramírez]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrera Martínez]]></surname>
<given-names><![CDATA[Abel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sigarreta Almira]]></surname>
<given-names><![CDATA[José María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero (UAGro)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Holguín (UHo)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Córdoba  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>14</volume>
<numero>4</numero>
<fpage>156</fpage>
<lpage>171</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202022000400156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202022000400156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202022000400156&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En esta investigación se identifica y valora el nivel en que se manifiestan los significados que poseen los profesores universitarios de matemáticas, acerca del concepto de pendiente. En esta dirección, la identificación tomó como base cuatro tipos de significados: analítico, algebraico, geométrico y contextual. Para el estudio se aplicó una encuesta a 15 expertos de diferentes nacionalidades con la finalidad de valorar los significados presentes en las soluciones planteadas por los profesores. Cabe destacar que los cuatro tipos de significados se ponen de manifiesto en la investigación realizada. En particular, el significado geométrico tuvo mayor presencia que los demás significados, en lo fundamental, a través de representaciones como: la razón geométrica, la tangente del ángulo de inclinación, razón entre las longitudes de los catetos de un triángulo rectángulo formado por la recta, el eje  y la paralela al eje y.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research identifies and analyzes the level at which the meanings that university mathematics teachers have about the concept of slope are manifested. In this direction, the identification was based on four types of meanings: analytical, algebraic, geometric, and contextual. For the study, a survey was applied to 15 experts of different nationalities in order to assess the meanings present in the solutions proposed by the teachers. It should be noted that the four types of meanings are evident in the research carried out. The geometric meaning had a greater presence than the other meanings, fundamentally, through representations such as: the geometric ratio, the tangent of the angle of inclination, the ratio between the lengths of the legs of a right triangle formed by the straight line, the x-axis an the parallel to the y-axis.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Significado matemático]]></kwd>
<kwd lng="es"><![CDATA[concepto de pendiente]]></kwd>
<kwd lng="es"><![CDATA[criterio de expertos]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[matemática superior]]></kwd>
<kwd lng="en"><![CDATA[Mathematical meaning]]></kwd>
<kwd lng="en"><![CDATA[concept of slope]]></kwd>
<kwd lng="en"><![CDATA[expert criteria]]></kwd>
<kwd lng="en"><![CDATA[mathematical education]]></kwd>
<kwd lng="en"><![CDATA[higher mathematics]]></kwd>
</kwd-group>
</article-meta>
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