<?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>S1665-24362020000100004</article-id>
<article-id pub-id-type="doi">10.12802/relime.20.2313b</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hipótesis y conjeturas en el desarrollo del pensamiento estocástico: retos para su enseñanza y en la formación de profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[Hypothesis and conjectures in the development of stochastic thinking: challenges for its teaching and teachers training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huerta]]></surname>
<given-names><![CDATA[M. Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de València  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>79</fpage>
<lpage>102</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362020000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362020000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362020000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se reflexiona alrededor de la importancia que puede tener la dialéctica hipótesis - conjeturas no solo para el desarrollo del razonamiento demostrativo, sino que también para el desarrollo del pensamiento estocástico en los estudiantes. Se argumenta para ello razones de tipo curricular, de un enfoque de la enseñanza basado en la resolución de problemas, de una manera de resolver los problemas que considera la simulación como método de resolución con contenido heurístico y, finalmente, en nuevas propuestas sobre las matemáticas que requerirá el ciudadano del siglo XXI y que incluye el análisis de datos en contextos de incertidumbre. En consecuencia, se presenta una propuesta de formación inicial del profesorado que les permita abordar tales retos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper reflects on the importance that the dialectic of hypothesis - conjectures can have, not only for the development of demonstrative thinking in students, but also for the development of stochastic thinking. It argues for curricular reasons, for an approach to teaching based on problem solving, for a way of solving problems that considers simulation as a method of resolution with heuristic content and, finally, for new proposals on mathematics that the citizen of the XXI century will require and that includes the analysis of data in contexts of uncertainty. Consequently, a proposal is presented for the training of pre-service teachers to enable them to deal with such challenges.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo ele reflete sobre a importância que pode ter a formulação de hipóteses e conjecturas, não só para o desenvolvimento do raciocínio demonstrativo, mas também para o desenvolvimento do pensamento estocástico de estudantes. Defende este currículo de razões, uma abordagem de ensino baseada na resolução de problemas, uma forma de resolver os problemas que considera a simulação como um método de resolução de conteúdo heurística e, finalmente, no novo as propostas em que o cidadão do século XXI exigirá e matemática, que inclui a análise de dados em contextos de incerteza. Uma proposta de formação inicial de professores permite-lhes para endereço tais desafios, portanto, éapresentado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans cet article, il réfléchit sur l&#8217;importance que peut avoir la formulation d&#8217;hypothèses et conjectures non seulement pour le développement du raisonnement démonstratif, mais aussi pour le développement de la pensée stochastique des étudiants. Cette position est basée sur des raisons de type curriculaire, sur une approche de l&#8217;enseignement basée en la résolution de problèmes, sur un moyen de résoudre les problèmes qui considère la simulation comme une méthode de résolution avec un contenu heuristique et, enfin, sur des nouveaux suggestions sur les mathématiques qui nécessitera le citoyen du XXIe siècle et qui comprend l&#8217;analyse des données dans des contextes d&#8217;incertitude. Par conséquent, une proposition de formation initiale des enseignants est présentée pour leur permettre de relever de tels défis.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Hipótesis]]></kwd>
<kwd lng="es"><![CDATA[Conjeturas]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento estocástico]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas de probabilidad]]></kwd>
<kwd lng="es"><![CDATA[Simulación]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="en"><![CDATA[Hypothesis]]></kwd>
<kwd lng="en"><![CDATA[Conjectures]]></kwd>
<kwd lng="en"><![CDATA[Stochastic thinking]]></kwd>
<kwd lng="en"><![CDATA[Probability problem solving]]></kwd>
<kwd lng="en"><![CDATA[Simulation]]></kwd>
<kwd lng="en"><![CDATA[Preparing teachers]]></kwd>
<kwd lng="pt"><![CDATA[Hipóteses]]></kwd>
<kwd lng="pt"><![CDATA[Conjecturas]]></kwd>
<kwd lng="pt"><![CDATA[Raciocinio estocástico]]></kwd>
<kwd lng="pt"><![CDATA[Resolução de problemas de probabilidade]]></kwd>
<kwd lng="pt"><![CDATA[Simulação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="fr"><![CDATA[Hypothèses]]></kwd>
<kwd lng="fr"><![CDATA[Conjectures]]></kwd>
<kwd lng="fr"><![CDATA[Pensée stochastique]]></kwd>
<kwd lng="fr"><![CDATA[Résolution des problèmes de probabilité]]></kwd>
<kwd lng="fr"><![CDATA[Simulation]]></kwd>
<kwd lng="fr"><![CDATA[Formation des enseignants]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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