<?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>S2448-80892024000200043</article-id>
<article-id pub-id-type="doi">10.24844/em3602.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Caracterización de problemas aditivos de enunciado verbal: una mirada desde su estructura y dependencia semántica]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterization of additive problems of verbal utterance: a look from its structure and semantic dependence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fino-Miranda]]></surname>
<given-names><![CDATA[Glenda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro Sandoval]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales-Garcia]]></surname>
<given-names><![CDATA[Lizzet]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas Centro de Investigación en Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas Centro de Investigación en Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla Facultad de Ciencias Físico Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<fpage>43</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000200043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000200043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000200043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta investigación fue caracterizar las estructuras semánticas utilizadas por profesores e investigadores de matemáticas en formación, al proponer Problemas Aditivos de Enunciado Verbal (PAEV) para ello se diseñó e implementó un taller donde se abordaron las 20 categorías de las estructuras semánticas de cambio, combinación, comparación e igualación. Posteriormente, se analizaron 77 PAEV propuestos por los participantes, considerando su estructura y dependencia semántica. Los resultados mostraron que los participantes no presentaron dificultades al proponer PAEV respecto de las estructuras de combinación y comparación, sucediendo lo contrario respecto de las estructuras de cambio e igualación. Por otro lado, con el análisis de la dependencia semántica, se observó que un enunciado presenta coherencia, estando presentes el argumento, el agente y el verbo, por lo que no es necesario que aparezcan los siete términos. De manera general, es importante que tanto profesores como investigadores en formación conozcan y logren proponer PAEV de acuerdo a cada categoría y dependencia semántica, además, que sean desafiantes para los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this research was to characterize the semantic structures used by mathematics teachers and researchers in training, by proposing Additive Verbal Statement Problems (PAEV) for this purpose, a workshop was designed and implemented where the 20 categories of semantic structures of change were addressed, combination, comparison and equalization. Subsequently, 77 PAEV proposed by the participants were analyzed, considering their structure and semantic dependency. The results showed that the participants did not present difficulties when proposing PAEV with respect to the combination and comparison structures, the opposite happening with respect to the change and equalization structures. On the other hand, with the analysis of semantic dependency, it was observed that a statement presents coherence, with the argument, the agent and the verb being present, so it is not necessary for the seven terms to appear. In general, it is important that both teachers and researchers in training know and manage to propose PAEV according to each category and semantic dependency, in addition to being challenging for students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estructuras semánticas]]></kwd>
<kwd lng="es"><![CDATA[problemas aditivos]]></kwd>
<kwd lng="es"><![CDATA[dependencia semántica]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[Semantic structures]]></kwd>
<kwd lng="en"><![CDATA[additive problems]]></kwd>
<kwd lng="en"><![CDATA[semantic dependency]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
</kwd-group>
</article-meta>
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