<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672018000100216</article-id>
<article-id pub-id-type="doi">10.23913/ride.v8i16.339</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Empleo de aplicaciones tecnológicas en el tratamiento de temas de Probabilidad y Estadística. Dificultades presentadas por los estudiantes en la formulación de planteamientos correctos]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of technological applications in the treatment of Probability and Statistics subjects. Difficulties presented by students in formulating correct approaches]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uso de aplicações tecnológicas no tratamento de problemas de Probabilidade e Estatística. Dificuldades apresentadas pelos alunos na formulação de abordagens corretas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz Ledesma]]></surname>
<given-names><![CDATA[Elena Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Superior de Cómputo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>8</volume>
<numero>16</numero>
<fpage>216</fpage>
<lpage>245</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672018000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672018000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672018000100216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la presente investigación se aborda la problemática de la dificultad que presentan los estudiantes en el planteamiento de soluciones adecuadas a problemas que comúnmente se emplean en la materia de Probabilidad y Estadística en el nivel superior. Se encontró que tanto las diversas temáticas abordadas en los problemas de probabilidad, las cuales no les son familiares a los estudiantes, además del lenguaje que es empleado en los textos, les causa conflicto y una inadecuada interpretación de los problemas, lo que los conduce a proponer un planteamiento erróneo en sus soluciones. El marco conceptual que soporta este estudio con respecto a la relación que existe entre el lenguaje y las matemáticas proviene de las ideas de Chomsky que subrayan la importancia de esclarecer aspectos semánticos en los problemas de matemáticas, así como las de Duval, quien pone énfasis en las representaciones y sus implicaciones para el estudio de los procesos de enseñanza y aprendizaje de las matemáticas. Con respecto a su desarrollo, este estudio tiene un enfoque social constructivista debido a los contextos que abordan los problemas con los que se trabajan. Se empleó una metodología experimental al trabajar con un grupo de 32 estudiantes quienes cursaban la materia de Probabilidad y Estadística en su tercer semestre de la carrea de Ingeniería en Sistemas Computacionales. Durante el proceso de enseñanza y aprendizaje de dicha materia, se propuso el empleo de diferentes plataformas y aplicaciones tecnológicas para tener un acercamiento diferente al usual. Tanto los estudiantes como los docentes que participaron en el estudio fueron notificados del trabajo que se realizaría, respetando su decisión en la participación de este. Primero, se aplicó un cuestionario para conocer su percepción en relación con el uso de la tecnología; después y durante un mes, se trabajó con el grupo con distintas aplicaciones tecnológicas; y finalmente, se aplicó un cuestionario de evaluación. Los resultados indicaron que uno de los recursos o estrategias que ayudan en la comprensión de los problemas es el uso de material videográfico que represente las situaciones planteadas, permitiendo al estudiante visualizar diversos aspectos de los problemas y no solo trabajar en el terreno algebraico y con el uso exclusivo de fórmulas. Además, la formulación de varias preguntas condujo al estudiante tanto a la determinación de las variables involucradas, como a aclarar lo que se está solicitando medir, evaluar o encontrar en un problema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present research is focused in the difficulty that the students show in the approach of adequate solutions to problems that are commonly used in the field of Probability and Statistics at the College. It was found that both the various issues addressed in the problems of probability, the cells are not familiar to students, in addition to the language that is commonly used in the texts, causes conflict to propose an appropriate approach in their solutions. The conceptual framework that supports the study in relation to the link between language and mathematics are the ideas of Chomsky on the importance of clarifying semantic aspects in the problems of mathematics and those of Duval who emphasizes the representations and their implications for the study of the teaching and learning processes of mathematics. In relation to the development of the study, it has a constructivist social approach due to the contexts that address the problems with which they work. Both the students and the teachers who participated in the study were notified of the work that would be done, respecting their decision in the participation of the same. The experimental methodology was used when working with a group of 32 students who studied the subject of Probability and Statistics in the third semester of the field of Engineering in Computer Systems. First a diagnostic questionnaire was applied to know its perception in relation to the use of technology, after and during a month was worked with the group different applications and finally an evaluation questionnaire was applied. The results indicated that some resources or strategies that help in the understanding of the problems, is the use of videographic material that represents the presented situations, allowing the student to visualize various aspects of the problems and not only work in the algebraic terrain and with the exclusive use of formulas. In addition the formulation of several questions that lead the student both to the determination of the variables involved, to clarify what is being asked to measure, evaluate or find in a problem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na presente investigação, aborda-se o problema da dificuldade que os alunos apresentam na abordagem de soluções adequadas aos problemas que são comumente usados na questão de Probabilidade e Estatística no nível superior. Verificou-se que ambas as várias questões abordadas nos problemas de probabilidade, que não são familiares para os alunos, além da linguagem que é usada nos textos, provocam conflitos e uma interpretação inadequada dos problemas, o que os leva a propor uma abordagem errada em suas soluções. O quadro conceitual que apóia esse estudo em relação à relação entre linguagem e matemática vem das idéias de Chomsky que enfatizam a importância de esclarecer aspectos semânticos em problemas de matemática, bem como os de Duval, que enfatiza as representações e suas implicações para o estudo dos processos de ensino e aprendizagem de matemática. Com respeito ao seu desenvolvimento, este estudo tem uma abordagem social construtivista devido aos contextos que abordam os problemas com os quais eles trabalham. Uma metodologia experimental foi utilizada ao trabalhar com um grupo de 32 alunos que estudaram o tema de Probabilidade e Estatística em seu terceiro semestre do curso de Engenharia de Sistemas Informáticos. Durante o processo de ensino e aprendizagem deste assunto, o uso de diferentes plataformas e aplicações tecnológicas foi proposto para ter uma abordagem diferente da usual. Estudantes e professores que participaram do estudo foram notificados do trabalho que seria feito, respeitando sua decisão na participação deste. Em primeiro lugar, foi aplicado um questionário para conhecer sua percepção em relação ao uso da tecnologia; Depois e durante um mês, trabalhamos com o grupo com diferentes aplicações tecnológicas; e, finalmente, foi aplicado um questionário de avaliação. Os resultados indicaram que um dos recursos ou estratégias que ajudam na compreensão dos problemas é o uso de material videográfico que representa as situações colocadas, permitindo que o aluno visualize vários aspectos dos problemas e não apenas trabalhe no campo algébrico e com o uso exclusivo de fórmulas. Além disso, a formulação de várias questões levou o aluno à determinação das variáveis envolvidas e a esclarecer o que está sendo pedido para medir, avaliar ou encontrar em um problema.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aplicaciones tecnológicas]]></kwd>
<kwd lng="es"><![CDATA[distribuciones de probabilidad]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[nivel superior]]></kwd>
<kwd lng="es"><![CDATA[probabilidad condicional]]></kwd>
<kwd lng="en"><![CDATA[technological applications]]></kwd>
<kwd lng="en"><![CDATA[probability distributions]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[college]]></kwd>
<kwd lng="en"><![CDATA[conditional probability]]></kwd>
<kwd lng="pt"><![CDATA[aplicações tecnológicas]]></kwd>
<kwd lng="pt"><![CDATA[distribuições de probabilidade]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[nível superior]]></kwd>
<kwd lng="pt"><![CDATA[probabilidade condicional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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