<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892024000200092</article-id>
<article-id pub-id-type="doi">10.24844/em3602.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Variación de problemas de proporcionalidad para ayudar a los alumnos a superar sus dificultades. Una experiencia con futuros maestros]]></article-title>
<article-title xml:lang="en"><![CDATA[Variation of proportionality problems to assist pupils in overcoming their difficulties. An experience with future teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaverri Hernández]]></surname>
<given-names><![CDATA[Jorhan J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación departamento de Didáctica de la Matemática]]></institution>
<addr-line><![CDATA[Cartuja Granada]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica Escuela de Matemática de la Facultad de Ciencias ]]></institution>
<addr-line><![CDATA[San Pedro San José]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>92</fpage>
<lpage>124</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000200092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000200092&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000200092&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Investigaciones sobre creación de problemas de matemáticas con propósitos didácticos señalan su estrecho vínculo con los conocimientos y competencias profesionales. Así, el objetivo de este trabajo es describir y analizar cómo un grupo de 130 futuros maestros de educación primaria varían un problema de proporcionalidad (comparación de razones) dado en un episodio de clase hipotético para atender las dificultades encontradas por alumnos en su resolución. Se analiza si estas modificaciones son consistentes con sus propósitos didácticos y cómo justifican sus decisiones. Se sigue un enfoque mixto basado en herramientas teóricas y metodológicas del Enfoque Ontosemiótico y elementos propios de la creación de problemas por variación. Entre los resultados obtenidos destacamos algunas carencias en el conocimiento especializado del razonamiento proporcional, que impiden a los futuros maestros realizar variaciones de un problema para responder a dicho requerimiento didáctico-matemático. Se concluye la necesidad de incorporar esta competencia en los programas de formación de profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Research on the creation of mathematics problems for didactic purposes points to their close link with professional knowledge and competences. Thus, the aim of this paper is to describe and analyse how a group of 130 prospective primary school teachers vary a proportionality problem (comparison of ratios) given in a hypothetical classroom episode to address the difficulties encountered by students in solving it. We analyse whether these modifications are consistent with their didactic purposes and how they justify their decisions. We follow a mixed approach based on theoretical and methodological tools of the Ontosemiotic Approach and aspects of the creation of problems by variation. Among the results obtained, we highlight some shortcomings in the specialised knowledge of proportional reasoning, which prevent future teachers from creating variations of a problem to respond to this didactic-mathematical requirement. We conclude the need to incorporate this competence in teacher training programmes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[invención de problemas]]></kwd>
<kwd lng="es"><![CDATA[conocimiento didáctico-matemático]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[razonamiento proporcional]]></kwd>
<kwd lng="es"><![CDATA[variación de problemas.]]></kwd>
<kwd lng="en"><![CDATA[problem posing]]></kwd>
<kwd lng="en"><![CDATA[didactical-mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[teacher edu-cation]]></kwd>
<kwd lng="en"><![CDATA[proportional reasoning]]></kwd>
<kwd lng="en"><![CDATA[problem variation]]></kwd>
</kwd-group>
</article-meta>
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