<?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>S2448-80892021000100125</article-id>
<article-id pub-id-type="doi">10.24844/em3301.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo de razonamiento algebraico elemental a través de patrones y secuencias numéricas y geométricas]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of elementary algebraic reasoning through numerical and geometric patterns and sequences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bautista-Pérez]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bustamante-Rosario]]></surname>
<given-names><![CDATA[Martha Hilda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaya De Armas]]></surname>
<given-names><![CDATA[Tulio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Institución Educativa la Unión  ]]></institution>
<addr-line><![CDATA[Sincelejo ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Institución Educativa Buenos Aires  ]]></institution>
<addr-line><![CDATA[Montería ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción Facultad de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>33</volume>
<numero>1</numero>
<fpage>125</fpage>
<lpage>152</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892021000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892021000100125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892021000100125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se reportan los resultados de un trabajo realizado con 38 estudiantes de una institución educativa pública colombiana, en los que se analizó el desarrollo de su razonamiento algebraico elemental, usando patrones y secuencias numéricas o geométricas. El trabajo se desarrolló en tres fases: diagnóstica, interventiva y de contraste, además, durante el desarrollo de cada prueba se hicieron entrevistas basadas en las tareas que resolvían los estudiantes. Los resultados muestran que las soluciones iniciales atendían una heurística: identificar una regla recursiva, que utilizaban para encontrar un término faltante, la que expresaban en lenguaje numérico, natural o icónico, utilizando objetos extensivos y procesos aritméticos. La implementación de la propuesta, permitió en los estudiantes, un aumento progresivo del poder heurístico en la resolución de problemas, dando variadas y ricas soluciones a las actividades que se les plantearon. Algunos lograron generalizar patrones utilizando lenguaje natural o simbólico-literal. Se puede concluir que la actividad matemática de la mayoría de los estudiantes se ubica entre los niveles cero al dos de algebrización, destacándose, los niveles uno y el proto-algebraicos de nivel dos, solucionando problemas de valores faltantes, sin llegar a modificar las expresiones algebraicas producidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article reports the results of a work carried out with 38 students from a Colombian public educational institution, in which the development of their elementary algebraic reasoning was analyzed, using numerical or geo-metric patterns and sequences. The work was carried out in three phases: diagnostic, interventional and contrast, in addition, during the development of each test, interviews were carried out based on the tasks that the students solved. The results show that the initial solutions addressed a heuristic: identifying a recursive rule, which they used to find a missing term, the one they expressed in numerical, natural or iconic language, using extensive objects and arithmetic processes. The implementation of the proposal allowed the students a progressive increase in heuristic power in problem solving, giving varied and rich solutions to the activities that were presented to them, and some managed to generalize patterns using natural or symbolic-literal language. It can be concluded that the mathematical activity of most of the students is located between levels zero to two of algebrization, standing out, levels one and proto-algebraic of level two, solving problems of missing values, without modifying the expressions algebraic produced.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[razonamiento algebraico]]></kwd>
<kwd lng="es"><![CDATA[secuencias]]></kwd>
<kwd lng="es"><![CDATA[generalización de patrones]]></kwd>
<kwd lng="es"><![CDATA[niveles de algebrización]]></kwd>
<kwd lng="en"><![CDATA[algebraic reasoning]]></kwd>
<kwd lng="en"><![CDATA[sequences]]></kwd>
<kwd lng="en"><![CDATA[generalization of patterns]]></kwd>
<kwd lng="en"><![CDATA[levels of algebrization.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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