<?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>S2448-80892020000300153</article-id>
<article-id pub-id-type="doi">10.24844/em3203.06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Refuerzo interdisciplinar de las combinaciones numéricas básicas en Educación Primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Interdisciplinary reinforcement of basic numerical combinations in Primary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nieto-Isidro]]></surname>
<given-names><![CDATA[Susana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moro Domínguez]]></surname>
<given-names><![CDATA[María de los Ángeles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Salamanca Instituto Universitario de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Educación Infantil y Primaria &#8220;C.E.I.P. Campo Charro&#8221;  ]]></institution>
<addr-line><![CDATA[Salamanca ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>3</numero>
<fpage>153</fpage>
<lpage>177</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892020000300153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892020000300153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892020000300153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo del trabajo es la evaluación de un programa interdisciplinar de refuerzo de las combinaciones numéricas aditivas básicas mediante actividades realizadas en el Aula de Educación Física durante un trimestre, aplicado a un grupo de 25 escolares del primer curso de Educación Primaria, con un grupo paralelo de control. Se refuerza la modelización de las sumas elementales utilizando un esquema narrativo complejo y coherente, y su automatización utilizando las combinaciones numéricas básicas como &#8220;llave&#8221; para la realización de actividades asociadas a las rutinas de aula. Mediante análisis descriptivos e inferenciales intragrupo e intergrupo en diferentes momentos del trimestre, los resultados muestran una rápida disminución de los errores y del conteo, así como una adquisición significativa (&#945;&lt;.05) o muy significativa (&#945;&lt;.01) de las destrezas de cálculo elemental en el grupo participante, comparadas con su propio nivel inicial y con el comportamiento del grupo de control. Se concluye la eficacia del programa, destacando el uso de narraciones y juegos, el refuerzo diferencial de la automatización y del cálculo significativo, y la importancia del modelado y del uso de objetos contables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this work is the evaluation of an interdisciplinary program to reinforce basic additive numerical combinations through activities carried out in the Physical Education Classroom during a quarter, applied to a group of 25 schoolchildren of the first Primary Education course with a parallel control group. The modelling of elementary sums is reinforced using a complex and coherent narrative scheme, and their automation is reinforced using basic numerical combinations as a &#8220;key&#8221; for performing activities associated with classroom routines. By means of descriptive analysis and in-group and intergroup inferential analysis carried out at different times of the quarter, the results show a rapid decrease in errors and counting as well as a significant (&#945;&lt;.05) or very significant (&#945;&lt;.01) acquisition of elementary calculation skills in the participating group, compared to their own initial level and with the behavior of the control group. It is concluded the effectiveness of the applied program, highlighting the use of narratives and games, the differential reinforcement of automation and significant calculation, and the importance of modeling and of the use of accounting objects.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[combinaciones numéricas básicas]]></kwd>
<kwd lng="es"><![CDATA[enseñanza primaria]]></kwd>
<kwd lng="es"><![CDATA[interdisciplinariedad]]></kwd>
<kwd lng="es"><![CDATA[cálculo]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[basic number combinations]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinary research]]></kwd>
<kwd lng="en"><![CDATA[calculus]]></kwd>
</kwd-group>
</article-meta>
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