<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982023000200071</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2023.180.60709</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representaciones bidimensionales de objetos tridimensionales y su relación con el desarrollo del razonamiento espacial en edades tempranas (6-8 años)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval]]></surname>
<given-names><![CDATA[Ivonne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz-Rocha]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Ajusco ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y de Estudios Avanzados Departamento de Investigaciones Educativas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>45</volume>
<numero>180</numero>
<fpage>71</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982023000200071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982023000200071&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982023000200071&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Relacionar un objeto y su representación en el espacio tridimensional involucra tanto acciones físicas para actuar, transformar y construir, así como procesos cognitivos de reorganización dimensional, por ejemplo, relacionar y diferenciar características propias de objetos 3D. Presentamos resultados de una trayectoria de aprendizaje en la cual, a través de la manipulación de diferentes materiales y representaciones de objetos 3D, niños de 6-8 años muestran evolución al reconocerlos, representarlos y reconstruirlos a través de diferentes vistas. En esta investigación se usó un experimento de enseñanza con 34 alumnos de una escuela pública de la Ciudad de México. Los resultados muestran evolución del razonamiento espacial respecto de: a) la integración de procesos como reconocer, representar y reconstruir; y b) cómo el movimiento influye en la percepción de relaciones espaciales. Parece factible desarrollar estrategias para transitar entre lo concreto y lo abstracto, esto es, de acciones sobre objetos a transformaciones entre representaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Relating an object and its representation in three-dimensional space involves both physical actions such as acting, transforming, and building, as well as cognitive processes for reorganizing dimensions, such as relating and differentiating the 3D object&#8217;s characteristics. We present the results of an educational path through the manipulation of different materials and 3D object representations. Children ages 6 to 8 show development when they recognize, represent, and reconstruct these during various visits. This study applied a learning experiment on 34 students from a public school in Mexico City. Our results show development in spatial reasoning related to: a) the integration of processes such as recognizing, representing and rebuilding; and b) how movement influences the perception of spatial relations. It seems feasible to develop strategies for transitioning from the concrete to the abstract, that is to say, from actions taken upon objects to transformations in representations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[Experiencias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Geometría]]></kwd>
<kwd lng="es"><![CDATA[Razonamiento espacial]]></kwd>
<kwd lng="es"><![CDATA[Representaciones 2D y 3D]]></kwd>
<kwd lng="es"><![CDATA[Experimento de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Math education]]></kwd>
<kwd lng="en"><![CDATA[Educational experiences]]></kwd>
<kwd lng="en"><![CDATA[Geometry]]></kwd>
<kwd lng="en"><![CDATA[Spatial reasoning]]></kwd>
<kwd lng="en"><![CDATA[2D and 3D representation]]></kwd>
<kwd lng="en"><![CDATA[Teaching experiment]]></kwd>
</kwd-group>
</article-meta>
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