<?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>S2448-80892018000200049</article-id>
<article-id pub-id-type="doi">10.24844/em3002.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo del pensamiento algebraico en estudiantes de bachillerato a través de la generalización visual de sucesiones de figuras]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of Algebraic Thinking in High School Students through the Visual Generalization of Figural Sequences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela García]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Marfileño]]></surname>
<given-names><![CDATA[Victoria Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes Departamento de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes Departamento de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>30</volume>
<numero>2</numero>
<fpage>49</fpage>
<lpage>72</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892018000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892018000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892018000200049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo muestra resultados de investigación cuyo objetivo fue indagar el tipo de estrategias utilizadas en la obtención de la regla general y promover la estrategia visual para inducir un patrón en tareas de sucesiones aritméticas de figuras como vía en el desarrollo del pensamiento algebraico en 30 estudiantes de bachillerato en México. La investigación adoptó el método de Experimento de Enseñanza e implicó una fase diagnóstica y un posterior proceso iterativo de planificación, ejecución y evaluación en cuatro sesiones de intervención. A partir de la preponderancia de estrategias de naturaleza aritmética evidenciada en la fase diagnóstica, en los resultados de la tercera sesión que aquí se reporta se logró mostrar la eficacia de la estrategia visual para inducir y expresar un patrón de regularidad a partir del análisis de términos particulares de la sucesión. Los hallazgos sugieren un tipo de enseñanza que promueva la habilidad de establecer reglas generales mediante la estrategia visual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article shows research results whose objectives were to investigate the type of strategy used in obtaining the general rule and to promote the visual strategy to induce the general rule of patterns in tasks of arithmetic sequences as a way in the development of algebraic thinking in 30 students of a high school in Mexico. The research adopted the Teaching Experiment method and involved a diagnostic phase and a subsequent iterative process of planning, executing and evaluating of four intervention sessions. From the preponderance of arithmetic strategies as a heuristic nature to establish the general rule, evidenced in the diagnostic phase, in the results of the third intervention session reported, it was possible to show the visual strategy effectiveness in the capacity of the students to induce and express the general rule from the analysis of particular terms of succession. The findings suggest a type of teaching that promotes the ability to establish general rules through visual strategy.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[pensamiento algebraico]]></kwd>
<kwd lng="es"><![CDATA[generalización visual]]></kwd>
<kwd lng="es"><![CDATA[patrones]]></kwd>
<kwd lng="es"><![CDATA[visualización]]></kwd>
<kwd lng="es"><![CDATA[regla general]]></kwd>
<kwd lng="en"><![CDATA[algebraic thinking]]></kwd>
<kwd lng="en"><![CDATA[visual generalization]]></kwd>
<kwd lng="en"><![CDATA[patterns]]></kwd>
<kwd lng="en"><![CDATA[visualization]]></kwd>
<kwd lng="en"><![CDATA[general rule]]></kwd>
</kwd-group>
</article-meta>
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