<?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>1665-2673</journal-id>
<journal-title><![CDATA[Innovación educativa (México, DF)]]></journal-title>
<abbrev-journal-title><![CDATA[Innov. educ. (Méx. DF)]]></abbrev-journal-title>
<issn>1665-2673</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico Nacional, Coordinación Editorial]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-26732022000100057</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diagnóstico cognitivo del conocimiento matemático en estudiantes de Ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive diagnosis of mathematical knowledge in engineering stude]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales Martínez]]></surname>
<given-names><![CDATA[Guadalupe Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villarreal Lozano]]></surname>
<given-names><![CDATA[Ricardo Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Izaguirre Lerma]]></surname>
<given-names><![CDATA[Janeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos Alcántara]]></surname>
<given-names><![CDATA[María Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Instituto de Investigaciones sobre la Universidad y la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Nuevo León Facultad de Ingeniería Mecánica y Eléctrica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>88</numero>
<fpage>57</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-26732022000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-26732022000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-26732022000100057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ Resumen Este estudio describe la aplicación de la Evaluación Cognitiva Constructiva como una alternativa para medir la estructura y organización del esquema inicial de conocimiento de Matemáticas IV en estudiantes de ingeniería con alto y bajo rendimiento académico. Para ello, los participantes realizaron una tarea de definición basada en la técnica Redes Semánticas Naturales, la cual consistió en definir diez conceptos objetivos relacionados con el esquema evaluado, utilizando como definidores verbos, sustantivos y adjetivos relaciona dos estrictamente al curso de Matemáticas IV. Posteriormente, ellos calificaron estos definidores con una escala del uno al diez. Entre mayor era la calificación mayor era el grado de relación percibida entre el definidor y el concepto objetivo. Los hallazgos revelaron algunas diferencias cualitativas en el procesamiento de la información matemática entre estudiantes de alto y bajo rendimiento académico. La selección, organización y estructura de los nodos de conocimiento matemático en la memoria de los estudiantes con puntajes más altos parece tener un estándar académico más adecuado que el de los estudiantes con puntajes más bajos. Este tipo de información en el diagnóstico cognitivo del aprendizaje académico de las matemáticas podría permitir seleccionar estrategias didácticas más adecuadas al perfil cognitivo del alumno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ Abstract This study describes the application of Constructive Cognitive Assessment as an alternative to measuring the structure and or ganization of the initial knowledge scheme of Mathematics IV in engineering students with high and low academic performance. To do this, the participants performed a definition task based on the Natural Semantic Networks technique, which consisted of defining ten target concepts related to the evaluated scheme, using verbs, nouns, and adjectives as definers strictly related to the Mathematics IV course. They then rated these definers on a scale of one to ten. The higher the rating, the greater the perceived relationship between the definer and the target concept. The findings revealed some qualitative differences in mathematical information processing between students with high and low academic performance. The selection, organization, and structure of mathematical knowledge nodes in the memory of higher-scoring students appear to be of a higher academic standard than that of lower-scoring students. This type of information in the cognitive diagnosis of academic learning of mathematics could allow selecting teaching strategies more ap propriate to the student&#8217;s cognitive profile.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación cognitiva]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de Ingeniería]]></kwd>
<kwd lng="es"><![CDATA[Redes Semánticas Naturales]]></kwd>
<kwd lng="es"><![CDATA[C3-LEM]]></kwd>
<kwd lng="en"><![CDATA[Cognitive assessment]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[engineering students]]></kwd>
<kwd lng="en"><![CDATA[natural semantic networks]]></kwd>
<kwd lng="en"><![CDATA[C3-LEM]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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