<?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>S1665-24362021000100002</article-id>
<article-id pub-id-type="doi">10.12802/relime.21.2411</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Pensamiento relacional en la escolarización de la jerarquía de operaciones y álgebra temprana en primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Relational thinking in the schooling of order of operations and early algebra in elementary school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escobar Durán]]></surname>
<given-names><![CDATA[Uriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tirado Segura]]></surname>
<given-names><![CDATA[Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>9</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362021000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362021000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362021000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo general de este estudio fue promover el pensamiento relacional en el análisis de expresiones numéricas, utilizando la jerarquía de operaciones, en alumnos de tercer grado de primaria. Se diseñó una secuencia psicoeducativa basada en la representación de propiedades numéricas y expresiones de igualdad por equivalencia, con base en actividades fenoménicas (didáctica fenomenológica) y en la aplicación de la jerarquía de operaciones. Treinta alumnos fueron evaluados a través de múltiples indicadores de su desempeño en dominios tanto procedimentales como conceptuales. El 71.43% de los escolares alcanzaron un nivel muy alto o alto de logro en tareas de la aplicación de la jerarquía de operaciones. Los resultados se discuten en términos de la relación entre el pensamiento relacional y las actividades fenoménicas con el nivel de logro de la jerarquía de operaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The general objective of this study was to promote relational thinking in the analysis of numerical expressions, using the order of operations, in third-grade primary school students. A psychoeducational sequence was designed based on the representation of numerical properties and expressions of equality by equivalence, based on phenomenal activities (didactical phenomenology) and the application of the hierarchy of operations. Thirty students were assessed using multiple performance indicators in the procedural and conceptual fields. 71.43% of the students reached a very high or high level of achievement in tasks of application of the order of operations. The results are discussed in terms of the relationship between relational thinking and phenomenal activities with the level of achievement of the order of operations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo geral deste estudo foi promover o pensamento relacional na análise de expressões numéricas, por meio da ordem de operações, em alunos do terceiro ano do ensino fundamental. Uma sequência psicoeducacional foi desenhada com base na representação de propriedades numéricas e expressões de igualdade por equivalência, com base em atividades fenomenais (didática fenomenológica) e na aplicação da ordem de operações. Trinta alunos foram avaliados por meio de múltiplos indicadores de desempenho nos campos processual e conceitual. 71,43% dos alunos alcançaram um nível muito alto ou alto de aproveitamento nas tarefas de aplicação da ordem de operações. Os resultados são discutidos em termos da relação entre o pensamento relacional e as atividades fenomenais com o nível de realização da ordem das operações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;objectif général de cette étude était de promouvoir la pensée relationnelle dans l&#8217;analyse des expressions numériques, en utilisant l&#8217;ordre des opérations, chez les élèves de troisième année du primaire. Une séquence psychoéducative a été conçue à partir de la représentation de propriétés numériques et d&#8217;expressions d&#8217;égalité par équivalence, basées sur des activités phénoménales (phénoménologie didactique) et l&#8217;application de l&#8217;ordre des opérations. Trente étudiants ont été évalués à l&#8217;aide de plusieurs indicateurs de performance dans les domaines procédural et conceptuel. 71,43% des étudiants ont atteint un niveau de réussite très élevé ou élevé dans les tâches d&#8217;application de l&#8217;ordre des opérations. Les résultats sont discutés en termes de relation entre la pensée relationnelle et les activités phénoménales avec le niveau de réalisation de l&#8217;ordre des opérations]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento relacional]]></kwd>
<kwd lng="es"><![CDATA[Jerarquía de operaciones]]></kwd>
<kwd lng="es"><![CDATA[Álgebra temprana]]></kwd>
<kwd lng="es"><![CDATA[Didáctica fenomenológica]]></kwd>
<kwd lng="en"><![CDATA[Relational thinking]]></kwd>
<kwd lng="en"><![CDATA[Order of operations]]></kwd>
<kwd lng="en"><![CDATA[Early algebra]]></kwd>
<kwd lng="en"><![CDATA[Didactical phenomenology]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento relacional]]></kwd>
<kwd lng="pt"><![CDATA[Ordem de operações]]></kwd>
<kwd lng="pt"><![CDATA[Álgebra inicial]]></kwd>
<kwd lng="pt"><![CDATA[Fenomenologia didática]]></kwd>
<kwd lng="fr"><![CDATA[Pensée relationnelle]]></kwd>
<kwd lng="fr"><![CDATA[Ordre des opérations]]></kwd>
<kwd lng="fr"><![CDATA[Algèbre précoce]]></kwd>
<kwd lng="fr"><![CDATA[Phénoménologie didactique]]></kwd>
</kwd-group>
</article-meta>
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