<?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>S2448-80892023000200095</article-id>
<article-id pub-id-type="doi">10.24844/em3502.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Elaboración de un instrumento para identificar prácticas pedagógicas en la enseñanza de la multiplicación]]></article-title>
<article-title xml:lang="en"><![CDATA[Development of a tool to identify pedagogical practices in teaching multiplication]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oyarzo Velásquez]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos Henríquez]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prat]]></surname>
<given-names><![CDATA[Montserrat]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile Instituto de Especialidades Pedagógicas ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Austral de Chile Centro de Docencia Superior en Ciencias Básicas ]]></institution>
<addr-line><![CDATA[Puerto Montt ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat Ramon Llull Facultat de Psicologia, Ciències de l'Educació i els Esports ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>95</fpage>
<lpage>115</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000200095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. Esta investigación se enmarca en un estudio exploratorio de las prácticas pedagógicas en el proceso de enseñanza de la multiplicación, guiado por profesores de enseñanza básica en Escuelas de la comuna de Puerto Montt, Chile. Considerando que los profesores son agentes de cambio para la educación, conocer sus prácticas pedagógicas resulta fundamental para aportar en su formación continua, así como en la formación inicial de los profesores de matemáticas. Este artículo presenta el diseño y la construcción de un instrumento que permite identificar las prácticas pedagógicas de la enseñanza de la multiplicación aplicadas a participantes docentes en activo. El instrumento se diseñó a partir de la revisión realizada de la estructura multiplicativa y de la enseñanza de la multiplicación y, está organizado en cuatro dimensiones: (1) Concepción de la didáctica de la matemática, (2) Metodología para la enseñanza de la multiplicación, (3) Dificultades en el proceso de aprendizaje de la multiplicación y (4) Percepciones docentes sobre la enseñanza de las matemáticas. La validación del instrumento se realizó a partir del juicio de expertos, lo cual permite ajustar-lo para que responda a los objetivos del estudio, los cuales son: (1) identificar las estrategias pedagógicas de enseñanza y aprendizaje de la multiplicación que permite responder a la diversidad en el aula, (2) describir las concepciones que los profesores de Tercero Básico tienen sobre la multiplicación y, (3) caracterizar las prácticas pedagógicas que realizan los profesores de básica en la enseñanza de la multiplicación. La aplicación del instrumento muestra su potencial para la investigación y la intervención educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract. The research we present is part of an exploratory study of the pedagogical practices involved in the process of teaching multiplication as carried out by primary school teachers at schools in the Puerto Montt commune, Chile. Given that teachers are agents of change in education, an understanding of their pedagogical practices is necessary in order to contribute to their on-going training, as well as the initial training of mathematics teachers. This study presents the design and construction of an instrument that makes possible to identify the pedagogical practices applied by active teachers when teaching multiplication. The design of the instrument is based on the literature review of the multiplication and its teaching organised in four dimensions: (1) Conception of the didactics of mathematics, (2) Methodology for teaching multiplication, (3) Difficulties in the multiplication learning process and (4) Teachers&#8217; perceptions about mathematics teaching. The validation of the instrument was carried out by peer review, which enabled its adjustment to meet the goals of the study, which are: (1) Identify the pedagogical strategies for teaching and learning multiplication that allow facing classroom diversity, (2) Describe Third Grade teachers&#8217; conceptions about multiplication, and 3) Characterise pedagogical practices carried out by elementary school teachers in multiplication teaching. The application of the instrument has demonstrated its potential for research and educational intervention]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[diseño de instrumento]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[profesores de enseñanza básica]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la multiplicación]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="en"><![CDATA[instrument design]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[primary education teach-ers]]></kwd>
<kwd lng="en"><![CDATA[multiplication teaching]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Research companion to the Principles and Standards for School Mathematics]]></source>
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