<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362018000100029</article-id>
<article-id pub-id-type="doi">10.12802/relime.18.2112</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis de los errores en tareas geométricas de argumentación visual por estudiantes con talento matemático]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of mistakes in geometric tasks of visual argumentation by students with mathematical talent]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Uclés]]></surname>
<given-names><![CDATA[Rafael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores Martínez]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Uclés]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>29</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362018000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362018000100029&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362018000100029&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se analizan los errores cometidos por un grupo de veinticinco estudiantes de entre 13 y 16 años, que participan en un proyecto de estimulación del talento matemático, al resolver tareas geométricas durante tres sesiones de enriquecimiento curricular focalizado en técnicas de argumentación. Se identifican errores específicos de la argumentación visual (establecer falsas analogías entre plano y espacio, no discutir todos los casos posibles y razonar a partir de ejemplos concretos limitados) y derivados del uso incorrecto de los elementos de razonamiento, contenidos y procedimientos matemáticos. El estudio de correlaciones muestra que, en su mayoría, los errores son independientes, tanto entre sí como con las puntuaciones en tres test que miden su capacidad visual e intelectual. Los resultados del ANOVA de medidas repetidas indican que a lo largo de las tres sesiones disminuye significativamente la frecuencia con la que manifiestan los errores específicos de la argumentación visual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this work, we analyze the mistakes made by a group of twenty-five students, aged between 13 and 16 years, when involved in the resolution of geometrical tasks while participating in a project for stimulation of the mathematical gift, during three curricular enrichment sessions focused on reasoning techniques. Specific visual argumentation mistakes are identified (namely making false analogies between plane and space, not discussing all the possible cases, and reasoning from concrete limited examples), as well as those derived from the incorrect use of reasoning elements, contents, and mathematical procedures. From the study of correlations, it is apparent that most of the mistakes are independent, both amongst each other and with respect to the scores obtained in three visual and intellectual capability tests. The ANOVA results from repeated measurements show that the frequency of appearance of specific visual argumentation mistakes decreases throughout the three sessions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Le présent article analyse les erreurs commis par vingt-cinq élèves, âgés entre 13 et 16 ans, participants dans un Project formatif qui a pour but de stimuler le talent mathématique des étudiants, lorsqu&#8217;ils ressoudent des problèmes géométriques dans trois séances de cours d&#8217;enrichissement curriculaire s&#8217;occupant de l&#8217;argumentation visuelle. On a identifié trois erreurs spécifiques de l&#8217;argumentation visuelle : Réaliser de fausses analogies plan-espace, ne pas considérer toutes les cas possibles, et établir des raisonnements partielles sur des exemples concrèts et limités ; et d&#8217;autres dérivées de l&#8217;emploi incorrect des éléments, des concepts et des processus mathématiques. L&#8217;étude des corrélations met en évidence que la plupart des erreurs n&#8217;ont pas de rapport ni entre eux ni avec les ponctuations obtenues par les élèves en trois tests qui mesurent leurs capacités, aussi visuelles qu&#8217;intellectuelles. Les résultats d&#8217;un ANOVA des mesures répétés indiquent qu&#8217;au long des trois séances de cours la fréquence d&#8217;apparition des erreurs spécifiques d&#8217;argumentation visuelle diminue significativement.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste trabalho analizam-se os erros cometidos por um grupo de vinte e cinco estudantes de idades compreendidas entre os 13 e 16 anos, que participaram num projeto de estimulaçao do talento matemático, ao resolver determinadas tarefas geométricas durante tres sessoes de enriquecimento curricular focalizadas em técnicas de argumentaçao. Os erros específicos identificam-se da argumentaçao visual (estabelecer falsas analogías entre plano e espaço, na discussao de todos os casos posiveis e pensar a partir de exemplos concretos e limitados) e derivados do uso incorreto dos elementos do raciocinio, conteúdos e procedimientos matemáticos. O estudo de correlaçao mostra que na sua maioria, os erros sao independentes, tanto entre si como com a pontuaçao nos tres testes que medem a capacidade visual e intelectual. Os resultados de ANOVA de medidas repetidas indica que durante as tres sessoes reduzem significativamente a frequencia com a que se manifestam os erros especificos da argumentaçao visual.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Argumentación visual]]></kwd>
<kwd lng="es"><![CDATA[Errores]]></kwd>
<kwd lng="es"><![CDATA[Talento matemático]]></kwd>
<kwd lng="es"><![CDATA[Test PMA]]></kwd>
<kwd lng="es"><![CDATA[Test DAT]]></kwd>
<kwd lng="es"><![CDATA[Test de Raven]]></kwd>
<kwd lng="en"><![CDATA[Visual argumentation]]></kwd>
<kwd lng="en"><![CDATA[Mistakes]]></kwd>
<kwd lng="en"><![CDATA[Mathematical talent]]></kwd>
<kwd lng="en"><![CDATA[PMA test]]></kwd>
<kwd lng="en"><![CDATA[DAT test]]></kwd>
<kwd lng="en"><![CDATA[Raven test]]></kwd>
<kwd lng="fr"><![CDATA[Argumentation visuelle]]></kwd>
<kwd lng="fr"><![CDATA[Erreurs]]></kwd>
<kwd lng="fr"><![CDATA[Talent mathématique]]></kwd>
<kwd lng="fr"><![CDATA[Test PMA]]></kwd>
<kwd lng="fr"><![CDATA[Test DAT]]></kwd>
<kwd lng="fr"><![CDATA[Test de Raven]]></kwd>
<kwd lng="pt"><![CDATA[Argumentaçao visual]]></kwd>
<kwd lng="pt"><![CDATA[Erros]]></kwd>
<kwd lng="pt"><![CDATA[Talento matemático]]></kwd>
<kwd lng="pt"><![CDATA[Teste PMA]]></kwd>
<kwd lng="pt"><![CDATA[Teste DAT]]></kwd>
<kwd lng="pt"><![CDATA[Teste de Raven]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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