<?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>2528-7907</journal-id>
<journal-title><![CDATA[Revista San Gregorio]]></journal-title>
<abbrev-journal-title><![CDATA[Revista San Gregorio]]></abbrev-journal-title>
<issn>2528-7907</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Gregorio de Portoviejo ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2528-79072025000200093</article-id>
<article-id pub-id-type="doi">10.36097/rsan.v1i62.3561</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dualidad proceso objeto en la formación de conceptos matemáticos: Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Process-object duality in the formation of mathematical concepts: A systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez González.]]></surname>
<given-names><![CDATA[Olga Lidia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pujols Baez.]]></surname>
<given-names><![CDATA[Aura Estela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Báez.]]></surname>
<given-names><![CDATA[Ana Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gibert Delgado.]]></surname>
<given-names><![CDATA[Rosario del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Camagüey Ignacio Agramonte Loynaz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Tecnológica del Sur  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República Dominicana</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Tecnológica del Sur  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República Dominicana</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>1</volume>
<numero>62</numero>
<fpage>93</fpage>
<lpage>103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2528-79072025000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2528-79072025000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2528-79072025000200093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación de conceptos matemáticos requiere del conocimiento especializado del docente, para realizar interpretaciones y conexiones entre los conceptos objeto de estudio. El objetivo de la investigación es analizar la dualidad proceso-objeto en la formación de conceptos matemáticos, a partir de los marcos teóricos que la sustentan y su aplicación didáctica en la práctica educativa. Se realizó una revisión sistemática utilizando el protocolo PRISMA de investigaciones realizadas entre 2019 y 2025. Los estudios analizados coinciden en que comprender los conceptos matemáticos implica integrar sus dimensiones operativas y estructurales, abordándolos tanto como procesos aplicados a objetos conocidos como objetos matemáticos en sí mismos. Se identificó un modelo teórico para la formación acumulativa de conceptos y se proponen dos acciones didácticas clave: la explicitación de recursos procedimentales y la argumentación sobre la distinción entre proceso y objeto. La reflexión sobre esta dualidad se presenta como una perspectiva teórica y metodológica fundamental, que favorece una comprensión profunda, flexible y significativa del conocimiento matemático.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The formation of mathematical concepts requires the teacher&#8217;s specialized knowledge to interpret and establish connections between the concepts under study. The objective of this research is to analyze the process-object duality in the formation of mathematical concepts, based on the theoretical frameworks that support it and its didactic application in educational practice. A systematic review was conducted following the PRISMA protocol, covering studies published between 2019 and 2025.The analyzed studies agree that understanding mathematical concepts involves integrating both operational and structural dimensions, approaching them as processes applied to known objects as well as mathematical objects in their own right. A theoretical model for the cumulative formation of concepts was identified, and two key didactic actions are proposed: the explicit activation of procedural resources and the use of argumentation to clarify the distinction between process and object. Reflection on this duality is presented as both a theoretical and methodological perspective essential to fostering a deep, flexible, and meaningful understanding of mathematical knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Didáctica de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[modelos matemáticos]]></kwd>
<kwd lng="es"><![CDATA[pensamiento lógico]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[mathematical models]]></kwd>
<kwd lng="en"><![CDATA[logical thinking]]></kwd>
</kwd-group>
</article-meta>
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