<?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>S2448-80892018000100047</article-id>
<article-id pub-id-type="doi">10.24844/em3001.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Niveles de razonamiento sobre variación estadística de estudiantes de nivel medio superior al resolver problemas en un contexto de riesgo]]></article-title>
<article-title xml:lang="en"><![CDATA[Reasoning Levels about Statistical Variation of High School Students Solving Problems in Risk Context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orta Amaro]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Sánchez]]></surname>
<given-names><![CDATA[Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escuela Nacional para Maestras de Jardines de Niños  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Departamento de Matemática Educativa Cinvestav]]></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>1</numero>
<fpage>47</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892018000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892018000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892018000100047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En esta investigación se formuló la siguiente pregunta: ¿Qué aspectos del razonamiento de los estudiantes sobre la variabilidad emergen mediante su actividad en la resolución de problemas ubicados en un contexto de riesgo? Para responderla se diseñó un cuestionario basado en dos problemas de comparación de conjuntos de datos en contexto de riesgo, uno sobre un juego hipotético y otro sobre tratamientos médicos. Los problemas fueron respondidos por 59 alumnos de bachillerato de 16 a 17 años de edad que aún no habían tomado el curso de Estadística y probabilidad. Con base en la taxonomía solo y en las respuestas de los participantes, se propuso una jerarquía para definir los principales niveles de razonamiento presentes en las respuestas. Se muestra que el desarrollo del razonamiento en sus niveles más bajos solo considera un valor de cada conjunto, y en sus niveles más altos articula varios datos de cada conjunto e integra consideraciones sobre la variabilidad, en particular, en forma de riesgo. En el análisis de las respuestas se revela la importancia de que los estudiantes consideren la media aritmética.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this research, the following question was raised: What aspects of students&#8217; reasoning on the variability emerge through their activity in the resolution of problems in a risk context? To answer it, a questionnaire was designed based on two problems about comparing groups in risk context, one about a hypothetical game and another on medical treatments. The problems were answered by 59 high school students (16 to 17 years old) who had not yet taken a Statistics and probability course. Based on the solo taxonomy and in the participant&#8217; answers, a hierarchy was proposed to define the main reasoning levels present in the answers. It is shown that the development of reasoning in its lowest levels only considers one value of each group, and at their highest levels articulates several data of each group and integrates considerations about the variability, interpreted like risk. The analysis of the answers shows the importance that students consider the arithmetic mean.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Variación estadística]]></kwd>
<kwd lng="es"><![CDATA[contexto de riesgo]]></kwd>
<kwd lng="es"><![CDATA[razonamiento]]></kwd>
<kwd lng="es"><![CDATA[nivel medio superior]]></kwd>
<kwd lng="en"><![CDATA[Statistical variation]]></kwd>
<kwd lng="en"><![CDATA[risk context]]></kwd>
<kwd lng="en"><![CDATA[reasoning]]></kwd>
<kwd lng="en"><![CDATA[high school students]]></kwd>
</kwd-group>
</article-meta>
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