<?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>S2448-80892021000300263</article-id>
<article-id pub-id-type="doi">10.24844/em3303.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conflictos semióticos y niveles de algebrización en aspirantes a Ingeniería]]></article-title>
<article-title xml:lang="en"><![CDATA[Semiotic conflicts and levels of algebrization in engineering candidates]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Larios Osorio]]></surname>
<given-names><![CDATA[Víctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spíndola Yáñez]]></surname>
<given-names><![CDATA[Patricia Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuevas Salazar]]></surname>
<given-names><![CDATA[Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Jesús Jerónimo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Ingeniería División de Investigación y Posgrado]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Ingeniería División de Investigación y Posgrado]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Sonora Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Ingeniería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>3</numero>
<fpage>263</fpage>
<lpage>289</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892021000300263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892021000300263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892021000300263&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo presenta un estudio sobre el desarrollo del conocimiento algebraico de aspirantes a las carreras de Ingeniería de la Universidad Autónoma de Querétaro, México. Se aplicó un instrumento con ítems abiertos a los aspirantes del ciclo 2017-2018 y de contenido de matemático de bachillerato. En el análisis de las respuestas se identificaron prácticas matemáticas, significados personales y conflictos semióticos relacionados con niveles de algebrización que no son apropiados para un desarrollo adecuado de futuros ingenieros. Esto permitirá proponer cambios en el diseño del proceso de admisión, en la parte curricular de las carreras existentes y en el diseño de acciones que puedan fortalecer y apoyar la formación académica de los aspirantes una vez que hayan sido aceptados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper shows a study on the level of development of algebraic knowledge of applicants to engineering careers of the Autonomous University of Querétaro, México. An instrument with open items was applied to applicants for the 2017-2018 cycle and for high school mathematics content. In the anal-ysis of the responses we identified mathematical practices, personal meanings and semiotic conflicts related to levels of algebrization that are not appropriate for the adequate development of future engineers. This will make possible to propose changes in the design of the admission process, in the curricular part of existing careers and in the design of actions that can strengthen and support the academic training of applicants once they have been accepted.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación de ingenieros]]></kwd>
<kwd lng="es"><![CDATA[Conflictos semióticos]]></kwd>
<kwd lng="es"><![CDATA[Niveles de algebrización]]></kwd>
<kwd lng="en"><![CDATA[Engineer training]]></kwd>
<kwd lng="en"><![CDATA[Semiotic conflicts]]></kwd>
<kwd lng="en"><![CDATA[Levels of algebrization]]></kwd>
</kwd-group>
</article-meta>
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<page-range>55-67</page-range><publisher-name><![CDATA[Santillana]]></publisher-name>
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