<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892017000200009</article-id>
<article-id pub-id-type="doi">10.24844/em2902.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comprensión de las figuras geométricas en niños de 6-9 años]]></article-title>
<article-title xml:lang="en"><![CDATA[How do Six to Nine Year-old Children Understand Geometrical Shapes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernabeu]]></surname>
<given-names><![CDATA[Melania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llinares]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Alicante Departamento de Innovación y Formación Didáctica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Alicante Departamento de Innovación y Formación Didáctica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>29</volume>
<numero>2</numero>
<fpage>9</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892017000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892017000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892017000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de esta investigación es identificar características de la comprensión de las figuras geométricas en estudiantes de 6 a 9 años. Usamos las nociones de aprehensión perceptual, operativa y discursiva de Duval, así como la idea de concepto figural de Fischbein, para analizar la transición entre lo perceptual y lo conceptual en el desarrollo de la comprensión de las figuras. Entrevistamos a 30 niños (de 6 a 9 años de edad) y analizamos cómo reconocen y relacionan diferentes atributos en las figuras geométricas para clasificarlas. Los resultados indican tres características relevantes: (a) La existencia de un desfase entre el uso de los nombres de las figuras prototípicas y su comprensión conceptual; (b) Que el reconocimiento de los atributos para clasificar las figuras no es un proceso uniforme y depende del atributo considerado; y (c) La influencia que desempeñan las figuras prototípicas &#8212;y el dominio semántico restringido del término usado para nombrarla&#8212; en el proceso de reconocer y clasificar las figuras. Estos resultados proporcionan información sobre cómo los estudiantes establecen relaciones entre lo perceptual y lo conceptual que es relevante para caracterizar la progresión de la comprensión de las figuras geométricas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study examines developing concepts of geometric shapes in 6 to 9 years old children. We use the notions of Duval&#8217;s perceptual, operative and discursive apprehensions and Fischbein&#8217;s figural concept to analyse the students&#8217; understanding of shapes and how they completed sorting tasks. We interviewed 30 children ages 6 to 9 and analysed how they recognized and associated figure attributes so as to classify them. Findings indicate that (a) There is a mismatch between the term used to name prototypical figures and the way in which they are understood; (b) That the recognition of attributes to classify figures is not a uniform process and depends on which attribute is considered (c) The prototypical figures condition the understanding of the notion of geometrical figure class. These findings give us new knowledge about how elementary school students establish relations between perceptual and conceptual approaches in understanding the progression of the geometrical shapes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión de figuras]]></kwd>
<kwd lng="es"><![CDATA[concepto figural]]></kwd>
<kwd lng="es"><![CDATA[entrevistas clínicas basadas en tareas]]></kwd>
<kwd lng="es"><![CDATA[pensamiento geométrico]]></kwd>
<kwd lng="es"><![CDATA[figuras geométricas]]></kwd>
<kwd lng="en"><![CDATA[Understanding of shapes]]></kwd>
<kwd lng="en"><![CDATA[figural concept]]></kwd>
<kwd lng="en"><![CDATA[clinical task-based interview]]></kwd>
<kwd lng="en"><![CDATA[geometrical thinking]]></kwd>
<kwd lng="en"><![CDATA[geometric shapes]]></kwd>
</kwd-group>
</article-meta>
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