<?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>S2448-80892025000100068</article-id>
<article-id pub-id-type="doi">10.24844/em3701.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actos dialógicos y discusiones reflexivas en un escenario de investigación sobre sistemas electorales desde una perspectiva socio-crítica de la modelización matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Dialogic acts and reflexive discussions in a landscape of investigation about electoral systems from a socio-critical perspective of mathematical modeling]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scaglia]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kiener]]></surname>
<given-names><![CDATA[Fabiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional del Litoral Facultad de Humanidades y Ciencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional del Litoral Facultad de Humanidades y Ciencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>68</fpage>
<lpage>100</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892025000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892025000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892025000100068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo estudiamos los debates producidos en un escenario de investigación implementado en un curso de estudiantes de educación secundaria en Argentina (17 años), sobre la comparación de tres modelos prescriptivos utilizados para distribuir las bancas en elecciones legislativas. La información analizada proviene de transcripciones de las grabaciones en audio de los dos debates producidos. Desde una perspectiva socio-crítica de la modelización matemática, focalizamos el análisis en la identificación de patrones vinculados con los actos dialógicos y en el tipo de discusiones que tienen lugar durante los debates. Constatamos el predominio de discusiones reflexivas y la presencia de interacciones de aprendizaje en torno a conocimientos vinculados con el funcionamiento de la democracia participativa. Estas discusiones favorecen el reconocimiento del rol de la matemática en la sociedad, cuestionando la neutralidad de los modelos matemáticos. Los debates acerca de si un método de distribución de bancas se considera justo o injusto promueven el desarrollo de una ciudadanía crítica. Reconocemos como limitación del escenario de investigación la ausencia de discusiones matemáticas y la escasa presencia de discusiones tecnológicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article we study the debates produced in a landscape of investigation implemented in a course of secondary education students in Argentina (17 years old), around the comparison of three prescriptive models used to distribute seats based on the results in legislative elections. The information analyzed comes from transcripts of audio recordings of the two debates that took place. From a socio-critical perspective of mathematical modeling, we focus the analysis on the dialogic acts and the type of discussions that take place during the debates. We confirm the predominance of reflective discussions and the presence of learning interacts around knowledge linked to the functioning of participatory democracy. These discussions favor the recognition of the role of mathematics in society, questioning the neutrality of mathematical models. Debates about whether a method of seat distribution is considered fair or unfair promote the development of critical citizenship. We recognize the absence of mathematical discussions and the scarce presence of technological discussions as a limitation of the landscape of investigation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Escenario de investigación]]></kwd>
<kwd lng="es"><![CDATA[Modelización prescriptiva]]></kwd>
<kwd lng="es"><![CDATA[Actos dialógicos]]></kwd>
<kwd lng="es"><![CDATA[Discusiones reflexivas]]></kwd>
<kwd lng="es"><![CDATA[Interacciones de aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Landscape of investigation]]></kwd>
<kwd lng="en"><![CDATA[Prescriptive modelization]]></kwd>
<kwd lng="en"><![CDATA[Dialogic acts]]></kwd>
<kwd lng="en"><![CDATA[Reflexive discussions]]></kwd>
<kwd lng="en"><![CDATA[Learning interacts]]></kwd>
</kwd-group>
</article-meta>
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