<?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>S1665-24362015000300387</article-id>
<article-id pub-id-type="doi">10.12802/relime.13.1834</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La negociación de significado como proceso de aprendizaje: El caso de un programa de desarrollo profesional en la enseñanza de la estadística]]></article-title>
<article-title xml:lang="en"><![CDATA[Negotiation of meaningas a learning process: the case of a professional development program in statistics teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Sánchez]]></surname>
<given-names><![CDATA[Ernesto A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Blancarte]]></surname>
<given-names><![CDATA[Ana L.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,IPN Centro de Investigación y de Estudios Avanzados ]]></institution>
<addr-line><![CDATA[México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,IPN Centro de Investigación y de Estudios Avanzados ]]></institution>
<addr-line><![CDATA[México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2015</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>387</fpage>
<lpage>419</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362015000300387&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362015000300387&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362015000300387&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se describe, desde una perspectiva teórica social, el proceso de aprendizaje mediante el cual cinco profesores de secundaria en servicio dotaron de significado a elementos que caracterizan el pensamiento estadístico. El estudio emerge de un contexto de desarrollo profesional, en particular de un proyecto de desarrollo con énfasis en el aprendizaje de contenido estadístico y de su enseñanza. La metodología empleada fue el Estudio de Lecciones, en la cual los profesores planificaron, implementaron y analizaron la enseñanza de una lección cuyo objetivo fue promover el desarrollo de elementos del pensamiento estadístico en sus estudiantes. Concluimos que involucrar a los profesores en la realización de actividades relacionadas con su práctica docente, así como en la interpretación de documentos en torno a los cuales se discuten dichas actividades, favorecen experiencias de significado que dan lugar a su aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Based on a social theoretical framework, this paper describes five in-service secondary teachers' learning process through which they gave meaning to elements of statistical thinking. The study emerges from a professional development context, particularly from a development project with emphasis in learning and teaching statistical content. We used Lesson Study methodology, in which teachers planned, implemented and analyzed the teaching of a lesson whose main object was to develop students' statistical thinking elements. We conclude engaging teachers in activities related to their practice, as well as in interpreting documents around which discuss those activities, promote experiences of meaning that lead teachers' learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo descreve-se, desde uma perspectiva teórica social, o processo de aprendizagem mediante o qual cinco professores de secundária em serviço dotaram de significado a elementos que caracterizam o pensamento estatístico. O estudo emerge de um contexto de desenvolvimento profissional, em particular de um projeto de desenvolvimento com ênfase na aprendizagem do conteúdo estatístico e do seu ensino. A metodologia empregada foi o "Estudo de Lições", a qual consistiu no planejamento, implementação e análise do ensino de uma lição cujo objectivo foi promover elementos do pensamento estatístico. Concluímos que envolver aos professores na realização das atividades relacionadas com a sua prática docente, bem como na interpretação de documentos, meio aos quais se discutem ditas atividades, favorecem experiências de significado que dão lugar à sua aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Dans cet article, on décrit, à partir d'une perspective théorique sociale, le processus d'apprentissage sur lequel cinq enseignants de secondaire en pratique (troisième dégrée) ont donné des signifiés aux éléments, lesquels caractérisent la pensé statistique. Cette étude émerge lorsqu'on pris comme base un contexte de développement professionnel et, en particulier, un projet de développement lequel mis accent dans l'apprentissage du contenu statistique et de son enseignement. La méthodologie utilisée ont été l'Étude de Leçons, laquelle ont consistée dans la planification, implémentation et analyse de l'enseignement d'une leçon, dont objective a été développer des éléments de la pensé statistique chez les étudiants. On conclu que, lorsqu'on implique aux enseignants dans la réalisation des activités liées avec sa pratique, en salle de classe, et aussi que dans l'interprétation de documents sur lesquels on discute ces activités, favorisent des expertises de signifié lieu à son apprentissage.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Negociación de significado]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento estadístico]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la estadística]]></kwd>
<kwd lng="es"><![CDATA[Programas de desarrollo profesional]]></kwd>
<kwd lng="en"><![CDATA[Negotiation of meaning]]></kwd>
<kwd lng="en"><![CDATA[Statistical thinking]]></kwd>
<kwd lng="en"><![CDATA[Teaching statistics]]></kwd>
<kwd lng="en"><![CDATA[Professional development program]]></kwd>
<kwd lng="pt"><![CDATA[Negociação do significado]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento estatístico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino da estatística]]></kwd>
<kwd lng="pt"><![CDATA[Programa de desenvolvimento profissional]]></kwd>
<kwd lng="fr"><![CDATA[Négociation de signifié]]></kwd>
<kwd lng="fr"><![CDATA[Pensée statistique]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement de la statistique]]></kwd>
<kwd lng="fr"><![CDATA[Programme de développement professionnel]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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