<?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>S1665-24362017000100039</article-id>
<article-id pub-id-type="doi">10.12802/relime.17.2012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La hipótesis de los cuadros de significado en la solución de problemas matemáticos]]></article-title>
<article-title xml:lang="en"><![CDATA[The Frames of Meaning Hypothesis: Children&#8217;s Mathematical Problem-Solving Abilities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade Lotero]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lotero Botero]]></surname>
<given-names><![CDATA[Amparo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade Londoño]]></surname>
<given-names><![CDATA[Edgar A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Indiana University  ]]></institution>
<addr-line><![CDATA[Bloomington ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Alandra Investigación Educativa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Alandra Investigación Educativa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>39</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362017000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362017000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362017000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente texto tiene la intención de describir un fenómeno observado cuando niños y niñas de 6 y 7 años, quienes aún no habían recibido instrucción formal de la división, intentaron dar solución a un problema de repartición por medio de dibujos. El fenómeno llamado &#8220;cuadros de significado&#8221; intenta explicar por qué algunos niños tuvieron éxito en la solución de problemas y otros no. Por medio de un estudio de casos ilustramos empíricamente esta hipótesis, la cual se presenta como una herramienta teórica y metodológica poderosa para la conceptualización de la solución de problemas aritméticos y la comprensión que subyace al pensamiento matemático de los niños de esta edad. No obstante, es necesario seguir expandiendo nuestro análisis y la aplicación de este marco de referencia. Esto conllevaría a reconsiderar prácticas educativas y evaluativas convencionales. En este artículo intentamos señalar un camino por el cual podrían realizarse estos cambios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper intends to describe a phenomenon observed when children aged 6 and 7 years old, who had not yet received formal instruction about division, tried to solve a problem of distribution by means of drawings. The phenomenon called "frames of meaning" attempts to explain why some children were successful in solving problems and others were not. We illustrate this hypothesis empirically through a case study. This hypothesis is a powerful theoretical and methodological tool for understanding the underlying mathematical thinking and arithmetic problem-solving abilities of children this age. However, it is necessary to continue to expand our analysis and the application of this framework. This would lead to reconsider conventional educational and evaluative practices. In this article we try to point the way by which these changes could be made.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo pretende descrever um fenômeno observado quando as crianças com idade entre 6 e 7 anos, que ainda não tinha recebido a divisão de instrução formal, tentou resolver um problema de distribuição por meio de desenhos. O fenômeno chamado de "quadros de sentido" tentativas de explicar por que algumas crianças foram bem sucedidos na resolução de problemas e outros não. Através de um estudo de caso ilustram essa hipótese empiricamente, que se apresenta como uma poderosa ferramenta teórica e metodológica para a conceituação do problema de aritmética resolver e entender o pensamento matemático subjacente de crianças desta idade. No entanto, é necessário continuar a expandir a nossa análise e da aplicação deste quadro. Isso levaria a repensar as práticas educativas convencionais e avaliativas. Neste artigo vamos tentar apontar o caminho pelo qual essas mudanças poderiam ser feitas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Cet article se propose de décrire un phénomène observé lorsque les enfants âgés de 6 et 7 ans, qui n'avait pas encore reçu la division de l'enseignement formel, a tenté de résoudre un problème de répartition au moyen de dessins. Le phénomène appelé «cadres de sens» tente d'expliquer pourquoi certains enfants ont réussi à résoudre les problèmes et d'autres pas. Grâce à une étude de cas illustrent cette hypothèse de manière empirique, qui est présenté comme un outil théorique et méthodologique puissant pour la conceptualisation de résoudre et de comprendre la pensée mathématique sous-jacente des enfants de cet âge problème d'arithmétique. Cependant, il est nécessaire de continuer à développer notre analyse et l'application de ce cadre. Cela conduirait à reconsidérer les pratiques éducatives classiques et d'évaluation. Dans cet article nous essayons de montrer la voie par laquelle ces changements pourraient être apportés.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cuadros de significado]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento matemático]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="en"><![CDATA[Frames of meaning]]></kwd>
<kwd lng="en"><![CDATA[Problem solving]]></kwd>
<kwd lng="en"><![CDATA[Mathematical thinking]]></kwd>
<kwd lng="en"><![CDATA[Elementary education]]></kwd>
<kwd lng="pt"><![CDATA[Quadros de significado]]></kwd>
<kwd lng="pt"><![CDATA[Resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento matemático]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="fr"><![CDATA[Cadres de sens]]></kwd>
<kwd lng="fr"><![CDATA[La résolution de problèmes]]></kwd>
<kwd lng="fr"><![CDATA[La pensée mathématique]]></kwd>
<kwd lng="fr"><![CDATA[L'enseignement élémentaire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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