<?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>S2448-80892024000200125</article-id>
<article-id pub-id-type="doi">10.24844/em3602.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conceptualización de la recta de mejor ajuste desde un enfoque informal por estudiantes de bachillerato]]></article-title>
<article-title xml:lang="en"><![CDATA[The conceptulization of the best fit line from an informal approach by high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morgado]]></surname>
<given-names><![CDATA[Cindy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Bucaramanga  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Cinvestav Departamento de Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>125</fpage>
<lpage>155</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000200125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. Se investiga cómo los estudiantes de bachillerato conceptualizan la recta de mejor ajuste utilizando tecnología. El marco teórico incluye la noción de agregado, un enfoque informal hacia la recta de ajuste y el uso de herramientas tecnológicas. La investigación involucró a 22 estudiantes, trabajando en parejas, en un taller compuesto por tres actividades enfocadas en la relación entre dos variables. Las tareas incluyeron la construcción y análisis de diagramas de dispersión, la interpolación y ajuste de una recta y, la manipulación de una recta para minimizar las distancias a los puntos. Los resultados se agrupan según similitudes en las respuestas, destacando cómo los estudiantes desarrollaron una comprensión agregada de los datos. Se identifican tres fases clave en la conceptualización de la recta de mejor ajuste: 1) uso del diagrama de dispersión, 2) interpolación de una recta en la nube de puntos y, 3) comprensión de residuos y la minimización de la distancia entre la recta y los puntos. Se revela un entendimiento de que la recta de mejor ajuste es aquella que minimiza su distancia al conjunto de puntos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. This study investigates how high school students conceptualize the best fit line using technology. The theoretical framework includes the notion of aggregate, an informal approach to the fitting line, and the use of technological tools. The research involved twenty-two high school students working in pairs in a workshop comprising three activities focused on the relationship between two variables. Tasks included the construction and analysis of scatter plots, interpolation and adjustment of a line, and manipulation of a line to minimize distances to the points. Results are grouped according to similarities in responses, highlighting how students developed an aggregate understanding of the data. Three key phases in the conceptualization of the best fit line are identified: Use of the scatter plot, interpolation of a line in the point cloud, and understanding of residuals and minimizing the distance between the line and the points. An understanding is revealed that the best fit line is one that minimizes its distance to the set of points.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Recta de mejor ajuste]]></kwd>
<kwd lng="es"><![CDATA[agregado]]></kwd>
<kwd lng="es"><![CDATA[enfoque informal]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="en"><![CDATA[Best fit line]]></kwd>
<kwd lng="en"><![CDATA[aggregate]]></kwd>
<kwd lng="en"><![CDATA[informal approach]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
</kwd-group>
</article-meta>
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