<?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>S2448-80892022000200182</article-id>
<article-id pub-id-type="doi">10.24844/em3402.07</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Niveles de razonamiento algebraico en libros de texto de educación básica de Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Levels of algebraic reasoning in Chilean primary education textbooks]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llanes Luna]]></surname>
<given-names><![CDATA[Ana Luisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[Luis R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ibarra Olmos]]></surname>
<given-names><![CDATA[Silvia Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Lagos Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Los Lagos Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sonora Departamento de Matemáticas División de Ciencias Exactas y Naturales]]></institution>
<addr-line><![CDATA[ ]]></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>2</numero>
<fpage>182</fpage>
<lpage>216</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892022000200182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892022000200182&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892022000200182&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La inclusión de ideas fundamentales para el desarrollo de un razonamiento algebraico, desde etapas tempranas de la educación, es un tema que ha sido intensamente investigado a nivel internacional. Como resultado, diversos currículos de matemáticas han comenzado a incluir en sus propuestas una variedad de objetos y procesos matemáticos asociados a la introducción de este tipo de razonamiento en los primeros grados educativos. El objetivo de este artículo es caracterizar el razonamiento algebraico, en términos de niveles de algebrización, pretendido en libros de texto de educación básica en Chile. Los resultados evidencian la existencia de problemas aritméticos que promueven niveles incipientes de algebrización; además, se identifican prácticas matemáticas de naturaleza algebraica, donde la finalidad radica principalmente en generar el término general de una secuencia, resolver ecuaciones de primer grado o transformar (reducir) expresiones algebraicas. Finalmente, se propone una categorización de problemas que permiten promover diversos niveles de algebrización en la educación básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The inclusion of fundamental ideas for the development of algebraic reasoning, from early educational stages, is a topic that has been intensively researched internationally. As a result, various mathematics curricula have begun to include in their proposals a variety of mathematical objects and processes associated with the introduction of this type of reasoning at the first educational levels. The aim of this article is to characterize the intended algebraic reasoning, in terms of levels of algebraization, in Chilean primary education textbooks. The results show the existence of arithmetic problems that promote incipient levels of algebraization; in addition, mathematical practices of an algebraic nature are identified, where the purpose mainly lies in generating the general form of a sequence, solving first degree equations, or transforming (reducing) algebraic expressions. Finally, a categorization of problems that allow promoting different levels of algebraization in primary education is proposed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis de libros de texto]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[niveles de algebrización]]></kwd>
<kwd lng="es"><![CDATA[razonamiento algebraico]]></kwd>
<kwd lng="en"><![CDATA[textbooks analysis]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[levels of algebraization]]></kwd>
<kwd lng="en"><![CDATA[algebraic reasoning]]></kwd>
</kwd-group>
</article-meta>
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