<?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>1870-5308</journal-id>
<journal-title><![CDATA[CPU-e. Revista de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[CPU-e. Rev. Investig. Educ]]></abbrev-journal-title>
<issn>1870-5308</issn>
<publisher>
<publisher-name><![CDATA[Universidad Veracruzana, Instituto de Investigaciones en Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1870-53082019000200058</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Ciclos de entendimiento de estudiantes universitarios al resolver una actividad de proporcionalidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding Cycles on College Students on Solving Activity Related with Proportionality]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aviña González]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Alejo]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarado Monroy]]></surname>
<given-names><![CDATA[Angelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escalante]]></surname>
<given-names><![CDATA[César Cristóbal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Quintana Roo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>29</numero>
<fpage>58</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1870-53082019000200058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1870-53082019000200058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1870-53082019000200058&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se presentan hallazgos de una investigación cuyo objetivo fue identificar y desarrollar el conocimiento y habilidades matemáticas asociadas con la proporcionalidad y conceptos como número racional, proporción y función lineal, que exhiben estudiantes universitarios al resolver problemas relacionados con situaciones cercanas a la vida real. La población participante fue un grupo de estudiantes de primer semestre de Licenciatura en Medicina. La perspectiva de Modelos y Modelación y la Teoría de los Campos Conceptuales Multiplicativos constituyeron el marco teórico que permitió diseñar, estructurar y evaluar la actividad provocadora de modelos utilizada, así como documentar el aprendizaje de los estudiantes. La metodología fue cualitativa. Los resultados indican que los ciclos de entendimiento cualitativos y cuantitativos que emergieron estuvieron caracterizados por el uso de razones u operadores escalares. No fueron utilizados operadores funcionales y, por lo tanto, no emergieron ciclos de entendimiento algebraico, aun cuando se exhibió reconocimiento de patrones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents some research findings in college students when they solve situations close to real life. Its objective was to identify and develop the mathematical knowledge and abilities centered in the notion of proportionality and other related concepts (rational number, proportion and linear function). The participating population was a first semester students group from bachelor of medicine. Models and Modeling perspective and Multiplicative Conceptual Fields Theory constitute the theoretical framework used for designing, structuring and evaluating the activity, as well as, it helps to evaluate the students learning. The methodology was qualitative. The results show that qualitative and quantitative understanding cycles emerged and the use of ratios and scalar operators distinguish them. There was no use of functional operator, so the algebraic understanding didn&#8217;t emerge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Proporcionalidad]]></kwd>
<kwd lng="es"><![CDATA[Actividad Provocadora de Modelos]]></kwd>
<kwd lng="es"><![CDATA[Campos Conceptuales Multiplicativos]]></kwd>
<kwd lng="es"><![CDATA[Nivel Universitario]]></kwd>
<kwd lng="en"><![CDATA[Proportionality]]></kwd>
<kwd lng="en"><![CDATA[Model-Eliciting Activities]]></kwd>
<kwd lng="en"><![CDATA[Multiplicative Conceptual Field]]></kwd>
<kwd lng="en"><![CDATA[College level]]></kwd>
</kwd-group>
</article-meta>
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