<?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>S2448-80892019000200007</article-id>
<article-id pub-id-type="doi">10.24844/em3102.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Micromundos, Construccionismo y Matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Microworlds, Constructionism and Maths]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Noss]]></surname>
<given-names><![CDATA[Richard]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hoyles]]></surname>
<given-names><![CDATA[Celia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University College London Institute of Education Knowledge Lab]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United Kingdom</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University College London Institute of Education Knowledge Lab]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>31</volume>
<numero>2</numero>
<fpage>7</fpage>
<lpage>21</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892019000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892019000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892019000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo, esbozamos la idea del construccionismo y cómo puede ser puesta en práctica a través del diseño de &#8220;micromundos&#8221;, islas aisladas y accesibles de actividad, dónde se encuentren pepitas de conocimiento relevante a través de herramientas y secuencias de actividades especialmente diseñadas y con pedagogías adecuadamente orientadas. En la segunda parte del artículo, describimos el diseño, implementación y evaluación de una intervención construccionista, ScratchMaths, introducida en Inglaterra, país en el que la computación es obligatoria para todos los niveles educativos (de los 5 a los 16 años). Este estudio de caso pone de manifiesto la tensión entre la fidelidad de una innovación al implementarla y su adaptación por parte de los profesores, especialmente en el contexto de las matemáticas, la cuál es una materia muy exigente tanto para los docentes como para los alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper, we outline the notion of constructionism and how it might be put into practice through the design of &#8220;microworlds&#8221;, insulated and accessible islands of activity in which nuggets of relevant knowledge are encountered through specially designed tools, sequences of activities with suitably oriented pedagogies. In the second part of the paper, we describe the design, implementation and evaluation of a constructionist intervention, Scratch-Maths, introduced in England where computing is compulsory throughout schooling (from 5 to 16 years). This case study highlights the tension between the fidelity of implementation of an innovation and its adaptation by teachers, especially the context of mathematics, which is high stakes for both teachers and learners.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[construccionismo]]></kwd>
<kwd lng="es"><![CDATA[micromundos]]></kwd>
<kwd lng="es"><![CDATA[ScratchMaths]]></kwd>
<kwd lng="es"><![CDATA[fidelidad]]></kwd>
<kwd lng="en"><![CDATA[constructionism]]></kwd>
<kwd lng="en"><![CDATA[microworlds]]></kwd>
<kwd lng="en"><![CDATA[ScratchMaths]]></kwd>
<kwd lng="en"><![CDATA[fidelity]]></kwd>
</kwd-group>
</article-meta>
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