<?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>S2448-80892022000100100</article-id>
<article-id pub-id-type="doi">10.24844/em3401.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El razonamiento de estudiantes de bachillerato sobre el muestreo repetido y la distribución muestral empírica]]></article-title>
<article-title xml:lang="en"><![CDATA[The reasoning of high school students about repeated sampling and the empirical sampling distribution]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silvestre Castro]]></surname>
<given-names><![CDATA[Eleazar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Sánchez]]></surname>
<given-names><![CDATA[Ernesto Alonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inzunza Cazares]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sonora Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[Hermosillo Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Investigación y de Estudios Avanzados Departamento de Matemática Educativa]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Sinaloa Facultad de Informática ]]></institution>
<addr-line><![CDATA[Culiacán Sinaloa]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>100</fpage>
<lpage>130</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000100100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Presentamos los resultados de la implementación de una trayectoria de aprendizaje cuyo propósito fue explorar el razonamiento que desarrollan estudiantes de bachillerato sobre el muestreo y distribuciones muestrales empíricas (DME). Se diseñaron tres tareas que trataban de la estimación de una proporción, las cuales fueron resueltas por los estudiantes simulando el mues-treo en forma física y con el apoyo de un software. Las respuestas a las tareas fueron analizadas y codificadas con técnicas de teoría fundamentada. Los resultados indican que, en un primer momento, la adherencia a una concepción aditiva del muestreo empuja a muchos estudiantes a &#8220;reconstruir&#8221; la población a través de la unificación de muestras, pero una vez que construyen y emplean una distribución muestral empírica, su razonamiento comienza a transitar hacia una concepción de tipo multiplicativa, mostrando indicios de asimilar algunas propiedades básicas de la distribución muestral. Con base en los patrones de respuesta se proponen tres niveles de razonamiento: ingenuo, transicional y multiplicativo-distribucional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We present the results of the implementation of a learning trajectory whose purpose was to explore the development of high school students&#8217; reasoning about sampling and empirical sampling distributions (ESD). We designed three tasks related to the estimation of a proportion, which were solved by the students by physically simulating the sampling process and with the support of a software. The answers to the tasks were analyzed and coded with grounded theory techniques. Results indicate that, at first, the adherence to an additive conception of sampling pushes many students to &#8220;reconstruct&#8221; the population through the unification of samples, but once they build and use an empirical sampling distribution, their reasoning begins to move towards a multiplicative conception, showing signs of assimilating some basic properties of the sampling distribution. Based on the response patterns, three levels of reasoning are proposed: naive, transitional and distributional-multiplicative.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Niveles de razonamiento]]></kwd>
<kwd lng="es"><![CDATA[concepción aditiva y multiplicativa del muestreo repetido]]></kwd>
<kwd lng="es"><![CDATA[distribución muestral empírica]]></kwd>
<kwd lng="es"><![CDATA[simulación computacional]]></kwd>
<kwd lng="es"><![CDATA[bachillerato]]></kwd>
<kwd lng="en"><![CDATA[Levels of reasoning]]></kwd>
<kwd lng="en"><![CDATA[additive and multiplicative conception of repeat-ed sampling]]></kwd>
<kwd lng="en"><![CDATA[empirical sampling distribution]]></kwd>
<kwd lng="en"><![CDATA[computer simulation]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
</kwd-group>
</article-meta>
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