<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982022000200152</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2022.176.59869</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Construcción temprana de conocimientos numéricos]]></article-title>
<article-title xml:lang="en"><![CDATA[Early construction of numerical knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Noguera]]></surname>
<given-names><![CDATA[Ivana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salsa]]></surname>
<given-names><![CDATA[Analía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Rosario Instituto Rosario de Investigaciones en Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Rosario Instituto Rosario de Investigaciones en Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<numero>176</numero>
<fpage>152</fpage>
<lpage>168</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982022000200152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982022000200152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982022000200152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los libros ilustrados son una herramienta para promover la comprensión del número y de otros conceptos matemáticos. El propósito de este artículo es identificar y examinar las características de los libros numéricos (diseño y contenido) y su relación con los conocimientos que se despliegan durante la lectura conjunta entre niños y niñas preescolares y adultos (padres, docentes). Asimismo, el artículo revisa una serie de investigaciones empíricas sobre lectura y conocimientos numéricos (1992-2018) para caracterizar los libros empleados y analizar los resultados obtenidos en función de las propiedades del material. Esta revisión destaca algunas características de los libros que promueven la construcción conjunta de conocimientos numéricos en el hogar y la escuela: su carácter explícito, el empleo de distintas formas de representación, la presencia de colecciones de elementos concretos, delimitados, de igual tamaño, en disposiciones espaciales acordes a la actividad a propiciar y el uso de recursos narrativos o gráficos motivantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Picture books are a tool to promote the understanding of numbers and other mathematical concepts. The purpose of this article is to identify and examine the characteristics of numerical books (regarding design and content) and their relationship with the knowledge displayed during joint reading between preschool children and adults (parents, teachers). Likewise, the article reviews a series of empirical investigations on reading and numerical knowledge (1992-2018) to characterize the books in question and to analyze the results obtained based on the characteristics of the material. This review highlights some characteristics of the books that promote the joint construction of numerical knowledge at home and at school: their explicit nature, the use of different forms of representation, the presence of collections of specific, delimited elements of equal size, in spatial arrangements according to the activity to be promoted and the use of motivating narrative or graphic resources.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[número]]></kwd>
<kwd lng="es"><![CDATA[libros]]></kwd>
<kwd lng="es"><![CDATA[familia]]></kwd>
<kwd lng="es"><![CDATA[educación preescolar]]></kwd>
<kwd lng="en"><![CDATA[math]]></kwd>
<kwd lng="en"><![CDATA[numbers]]></kwd>
<kwd lng="en"><![CDATA[books]]></kwd>
<kwd lng="en"><![CDATA[family]]></kwd>
<kwd lng="en"><![CDATA[preschool education]]></kwd>
</kwd-group>
</article-meta>
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