<?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>S2448-80892021000100153</article-id>
<article-id pub-id-type="doi">10.24844/em3301.06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hacia una caracterización del álgebra temprana a partir del análisis de los currículos contemporáneos de Educación Infantil y Primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Towards a characterization of early algebra from the analysis of the contemporary curricula of Early Childhood Education and Primary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pincheira Hauck]]></surname>
<given-names><![CDATA[Nataly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alsina]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Girona Facultad de Educación y Psicología Departamento de Didácticas Específicas]]></institution>
<addr-line><![CDATA[Girona ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Girona Facultad de Educación y Psicología Departamento de Didácticas Específicas]]></institution>
<addr-line><![CDATA[Girona ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>33</volume>
<numero>1</numero>
<fpage>153</fpage>
<lpage>180</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892021000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892021000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892021000100153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se analiza la incorporación del álgebra temprana en los currículos de Educación Infantil y Primaria de Estados Unidos, Australia, Singapur y Chile. A partir del método de análisis de contenido se ha realizado un estudio comparativo y se han establecido unas primeras categorías de conocimiento para caracterizar el álgebra temprana en ambas etapas educativas: 1) Educación Infantil: experimentación con elementos u objetos a partir del reconocimiento de atributos para establecer relaciones, seriaciones de patrones de repetición (identificación, construcción y representación) y descripción de cambios cualitativos y cuantitativos; 2) Educación Primaria: comprensión de distintos tipos de relaciones y de patrones, uso de símbolos algebraicos y modelos matemáticos para representar situaciones matemáticas, comprensión del cambio y uso de variables para determinar una constante o incógnita. Se concluye que es necesario que los programas de formación de maestros incluyan estos cono-cimientos para articularlos adecuadamente en las dos etapas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article discusses the incorporation of early algebra in the curric-ula of Early Childhood and Primary Education in the United States, Australia, Singapore and Chile is analyzed. Based on the content analysis method, a comparative study has been made and the first categories of knowledge have been established to characterize early algebra: 1) Early Childhood Education: experimentation with elements or objects based on the recognition of attributes to establish relationships, seriations based on patterns of repetition (identifica-tion, construction and representation) and description of qualitative and quan-titative changes; 2) Primary Education: understanding different types of relationships and patterns, using algebraic symbols and mathematical models to represent mathematical situations, understanding change and using variables to determine a constant or unknown. It is concluded that it is necessary for teacher training programs to include this knowledge to adequately articulate it in the two educational stages.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[álgebra temprana]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[pensamiento algebraico]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="en"><![CDATA[early algebra]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[algebraic thinking]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Primary Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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