<?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>S2448-80892020000200069</article-id>
<article-id pub-id-type="doi">10.24844/em3202.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas evaluativas y significados evaluados por profesores del bachillerato mexicano sobre la noción de ecuación lineal]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluative practices and meanings evaluated by the Mexican high school teachers on the notion of linear equation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Escobar]]></surname>
<given-names><![CDATA[Raúl Alonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ibarra Olmos]]></surname>
<given-names><![CDATA[Silvia Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino-Fan]]></surname>
<given-names><![CDATA[Luis Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tecnológico Nacional de México Instituto Tecnológico de Nogales Departamento de Ciencias Básicas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Los Lagos Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>2</numero>
<fpage>69</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892020000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892020000200069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892020000200069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La evaluación del aprendizaje es un proceso que teóricamente debe contribuir en la formación de los estudiantes y en la mejora de las prácticas docentes, posicionándose con el paso del tiempo como uno de los procesos más complejos en el ámbito educativo. Esta es quizá una de las razones por las que poco se ha avanzado en su desarrollo, particularmente en el caso de la Educación Matemática. Con la intención de conocer más sobre dicho proceso, el propósito de esta investigación fue caracterizar las prácticas didáctico-matemáticas que, sobre evaluación del aprendizaje, manifiestan profesores de bachillerato en México cuando enseñan la noción de ecuación lineal. Al mismo tiempo, se indagó respecto a los significados efectivamente evaluados sobre dicha noción matemática. Los resultados evidencian que factores tales como: el currículo nacional, normativas institucionales, así como la formación y el conocimiento de los profesores sobre el tema matemático en cuestión y la correspondiente evaluación de su aprendizaje, inciden directamente en las prácticas evaluativas de los profesores y en los significados que evalúan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The evaluation of learning is a process that theoretically should contribute to the formation of students and the improvement of teaching practices, positioning itself over time as one of the most complex processes in the field of education. This is perhaps one of the reasons why little progress has been made in its development, particularly in the case of Mathematics Education. With the intention of knowing more about this process, the purpose of this research was to characterize the didactic-mathematical practices that, on assessment of learning, manifest high school teachers in Mexico when they teach the notion of linear equation. At the same time, we inquired about the meanings evaluated on this mathematical notion. The results show that factors such as the national curriculum, institutional regulations, as well as the training and knowledge of teachers on the subject in question and the corresponding evaluation of their learning, directly affect the evaluative practices of teachers and meanings that evaluate.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[ecuación lineal]]></kwd>
<kwd lng="es"><![CDATA[significados del objeto matemático]]></kwd>
<kwd lng="es"><![CDATA[bachillerato]]></kwd>
<kwd lng="en"><![CDATA[evaluation of learning]]></kwd>
<kwd lng="en"><![CDATA[linear equation]]></kwd>
<kwd lng="en"><![CDATA[meanings of mathematical object]]></kwd>
<kwd lng="en"><![CDATA[baccalaureate]]></kwd>
</kwd-group>
</article-meta>
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