<?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>S2448-80892024000100039</article-id>
<article-id pub-id-type="doi">10.24844/em3601.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Taller remoto de optimización durante la COVID: aprendizajes percibidos por las y los adolescentes chilenos]]></article-title>
<article-title xml:lang="en"><![CDATA[Remote Workshop on Optimization During COVID: Lessons Learned by Chilean Adolescents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vernal Vilicic]]></surname>
<given-names><![CDATA[Teresa P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Condeza Dall&#8217;Orso]]></surname>
<given-names><![CDATA[Rayén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nahuelhual Martínez]]></surname>
<given-names><![CDATA[Evelyn M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Orellana Astorga]]></surname>
<given-names><![CDATA[José P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andrés Bello Facultad de Arquitectura Arte, Diseño y Comunicaciones Escuela de Periodismo]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Comunicaciones ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Sistemas Complejos de Ingeniería  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Sistemas Complejos de Ingeniería  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>39</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio analizó la percepción de adolescentes entre 13 y 19 años sobre sus aprendizajes tras participar en un taller online de educación no formal en matemática aplicada, denominado &#8220;Optimización en el diseño de un diario&#8221;. La actividad fue implementada en Chile en octubre y noviembre de 2020 por un programa de divulgación científica que es parte de un centro de investigación en ingeniería. Por la pandemia COVID-19, este taller debió adaptarse a una versión de tipo virtual. Mediante una investigación con enfoque mixto, se encuestó a 102 estudiantes y se condujo un focus group con diez participantes. Los resultados muestran que a partir de la experiencia los adolescentes son capaces de definir el valor de la optimización aplicada a la resolución de problemas, y que los talleres online de educación no formal en matemáticas pueden ser atractivos y una herramienta útil para abordar el concepto de optimización. No obstante, requieren de mayor acompañamiento, interacción y actividades prácticas para lograr los objetivos esperados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study analysed the perception of adolescents between 13 and 19 years old about their learning after participating in an online workshop on non-formal education in applied mathematics, called &#8220;Optimization in the design of a diary&#8221;. The activity was implemented in Chile in October and November 2020 by a scientific outreach program that is part of an engineering research center. Due to the COVID-19 pandemic, this workshop had to be adapted to a virtual version. Through a mixed-approach research, 102 students were surveyed and a focus group with ten participants was conducted. The results show that, based on experience, adolescents are able to define the value of optimization applied to problem solving, that online workshops on non-formal education in mathematics can be attractive, as well as a useful tool to address the concept of optimization. However, they require more accompaniment, interaction and practical activities to achieve the expected objectives.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[optimización]]></kwd>
<kwd lng="es"><![CDATA[educación no formal]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Adolescents]]></kwd>
<kwd lng="en"><![CDATA[Optimization]]></kwd>
<kwd lng="en"><![CDATA[Non-formal edu-cation]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
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