<?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>S2448-80892017000100061</article-id>
<article-id pub-id-type="doi">10.24844/em2901.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Imágenes de los profesores sobre la estadística y su enseñanza]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; Images About Statistics and its Teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zapata-Cardona]]></surname>
<given-names><![CDATA[Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Gómez]]></surname>
<given-names><![CDATA[Difariney]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</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>29</volume>
<numero>1</numero>
<fpage>61</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892017000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892017000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892017000100061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo discute las imágenes de los profesores sobre la estadística y su enseñanza. Se partió de sus trayectorias para explicar el origen de las imágenes sobre la estadística y cómo mediante la participación en un programa de formación continua, estas imágenes se fueron transformando. Los participantes de esta investigación fueron 10 profesores en servicio que tenían la responsabilidad de la enseñanza de la estadística en la escuela primaria (6-11 años), secundaria (11-15 años) o media (15-17 años) en instituciones públicas de la ciudad de Medellín, Colombia. Los profesores participaron en un programa de formación continua inspirado en la teoría social del aprendizaje, en el cual diseñaron lecciones de estadística, las llevaron a la práctica y reflexionaron sobre su puesta en escena. Las fuentes de información fueron sus discursos en el programa de formación, escritos autobiográficos, escritos reflexivos y entrevistas semi-estructuradas. Los resultados revelaron que los profesores iniciaron con unas imágenes estáticas, técnicas e in-transformables de la estadística, y fueron construyendo imágenes de la estadística como herramienta de indagación empírica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article discusses teachers&#8217; images on statistics and its teaching. It began with their trajectories to explain the formation of images on statistics and how through participation in a professional development program these images were transformed. The participants of this research were 10 in-service teachers who were responsible for teaching statistics either in elementary (6-11 years), middle (11-15 years) or high school (15-17 years) in public schools in Medellin, Colombia. The teachers participated in a professional development program inspired by the social learning theory in which they designed statistical lessons, put them into practice and reflected on the implementation. The sources of information were their discourses in the program, autobiographical writings, reflective writings and semi-structured interviews. The results revealed that teachers began with static, technical, and un-transformable images of statistics and they started to construct images of statistics as a tool for empirical inquiry.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación continua de profesores]]></kwd>
<kwd lng="es"><![CDATA[estadística escolar]]></kwd>
<kwd lng="es"><![CDATA[indagación empírica]]></kwd>
<kwd lng="es"><![CDATA[teoría social del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[imágenes sobre la estadística]]></kwd>
<kwd lng="en"><![CDATA[teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[school statistics]]></kwd>
<kwd lng="en"><![CDATA[empirical inquiry]]></kwd>
<kwd lng="en"><![CDATA[social theory of learning]]></kwd>
<kwd lng="en"><![CDATA[images about statistics]]></kwd>
</kwd-group>
</article-meta>
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