<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362017000300345</article-id>
<article-id pub-id-type="doi">10.12802/relime.17.2034</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Argumentaciones de estudiantes de primaria sobre representaciones externas de datos: componentes lógicas, numéricas y geométricas]]></article-title>
<article-title xml:lang="en"><![CDATA[Primary school students' arguments regarding external data representations: logical, numerical, and geometric components]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estrella]]></surname>
<given-names><![CDATA[Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olfos]]></surname>
<given-names><![CDATA[Raimundo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morales]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vidal-Szabó]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>345</fpage>
<lpage>370</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362017000300345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362017000300345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362017000300345&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Argumentar y representar son habilidades promovidas en los currículos escolares de muchos países. En este estudio, se presentan las argumentaciones sostenidas por seis estudiantes de grados distintos, desde primero a cuarto, sobre representaciones externas construidas por ellos. Se analizó la estructura de su argumentación respecto a algunas componentes presentes en estas representaciones mediante el modelo simple de Toulmin, realizando una interpretación de las argumentaciones e integrando la representación construida con la argumentación. Los elementos argumentativos verbales y gestuales parecen verse influidos por habilidades de expresión oral, conocimientos numéricos y geométricos de los estudiantes. Los argumentos sobre la componente lógica, variable, y la componente numérica, frecuencia, fueron verbalizados por los estudiantes, mientras que las componentes geométricas, base - lineal y linealidad - gráfica, fueron argumentados mediante el lenguaje oral, el gesto y la metaforización.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Arguing and representing are abilities promoted in the school curricula of many countries. This paper presents the arguments used by six students from grades one to four regarding external representations they created. The structure of the arguments is analyzed with respect to some of the components presented in these representations using Toulmin's simple model, interpreting the arguments, and integrating the representation created with the argumentation. Verbal and gestural argumentative elements appear to be influenced by the students' oral expression abilities and numerical and geometrical knowledge. The arguments about the logical component, the variable, and about the numerical component, the frequency, were verbalized by the students, while the linear components, the linear basis and the graphical linearity, were argued for using spoken language, gestures, and metaphors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Argumentação e representam habilidades são promovidos nos currículos escolares de muitos países. Discussões realizadas por seis alunos da primeira à quarta série em representações externas construídas por eles são apresentados. a estrutura de seu argumento sobre alguns componentes presentes nestas representações foram analisados utilizando o modelo simples de Toulmin, realizando uma interpretação dos argumentos e integrando a representação argumento construído. Elementos verbais e gestuais argumentativos parecem ser influenciadas pela habilidade de falar, conhecimentos numérica e geométrica dos alunos. Argumentos sobre componente lógico variável, eo componente numérica, frequência, foram verbalizadas pelos alunos, enquanto os componentes lineares, base linear e linearidade gráfico, foram argumentou pela linguagem oral, gestos e metaforização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Arguant et représentent les compétences sont promus dans les programmes scolaires de nombreux pays. Les discussions tenues par six étudiants de la première à la quatrième année sur les représentations extérieures construites par eux sont présentés. La structure de son argument concernant certains composants présents dans ces représentations ont été analysées à l'aide du modèle simple de Toulmin, d'effectuer une interprétation des arguments et l'intégration de la représentation argumentation construite. Éléments verbaux et gestuels argumentatifs semblent être influencés par l'expression orale, la connaissance numérique et géométrique des étudiants. Arguments sur la composante logique, variable, et la composante numérique, la fréquence, ont été verbalisées par les étudiants, tandis que les composants linéaires, une base linéaire et linéarité graphique, ont été argumenter par langue orale, les gestes et la métaphorisation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Argumentación]]></kwd>
<kwd lng="es"><![CDATA[Representaciones de datos]]></kwd>
<kwd lng="es"><![CDATA[Modelo simple de Toulmin]]></kwd>
<kwd lng="en"><![CDATA[Argument]]></kwd>
<kwd lng="en"><![CDATA[Data representations]]></kwd>
<kwd lng="en"><![CDATA[Toulmin's simple model]]></kwd>
<kwd lng="pt"><![CDATA[Argumentação]]></kwd>
<kwd lng="pt"><![CDATA[Representações de dados]]></kwd>
<kwd lng="pt"><![CDATA[Modelo simples Toulmin]]></kwd>
<kwd lng="fr"><![CDATA[L'argumentation]]></kwd>
<kwd lng="fr"><![CDATA[Les représentations de données]]></kwd>
<kwd lng="fr"><![CDATA[Modèle Toulmin simple]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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