<?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>S2448-80892025000100039</article-id>
<article-id pub-id-type="doi">10.24844/em3701.02</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento didáctico-matemático de profesores de educación primaria en formación sobre la media aritmética]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic-mathematical knowledge of prospective primary school teachers about the arithmetic mean]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela-Ruiz]]></surname>
<given-names><![CDATA[Silvia M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[Osmar D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación Departamento de Didáctica de la Matemática]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada Facultad de Ciencias de la Educación Grupo de Investigación FQM126, Teoría de la Educación Matemática y Educación Estadística]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Cádiz Facultad de Ciencias de la Educación Departamento de Didáctica, área Matemática]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>39</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892025000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892025000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892025000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo del trabajo fue evaluar el conocimiento didáctico-matemático sobre la media aritmética de 78 profesores españoles de educación primaria en formación. Se propuso a los participantes una tarea que constaba de dos partes, cada una con tres apartados. En el primero, los profesores en formación debían resolver la tarea, en el segundo se pedía identificar los objetos estadísticos requeridos para su resolución y en el tercero identificar y justificar las res-puestas correctas e incorrectas de algunos estudiantes ficticios a las tareas. Los resultados muestran un buen conocimiento estadístico de los participantes, aun-que algunos tuvieron dificultad en describir el significado de un valor dado de la media. La mayor parte identificó las respuestas correctas e incorrectas de los estudiantes ficticios, aunque pocos argumentaron adecuadamente su evaluación. Hubo también dificultad en citar los objetos matemáticos requeridos para resolver las tareas. Estos resultados indican conocimientos en los que sería necesario complementar la formación del profesorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of the study was to assess the didactic-mathematical knowledge about the arithmetic mean of 78 prospective primary school teachers. Participants were given two tasks, each of them with three sections. In the first section, the prospective teachers had to solve the task, in the second they were asked to identify the statistical objects required for its resolution, and in the third to identify and justify the correct and incorrect answers of some fictitious students to the tasks. The results show a good statistical knowledge of the participants, although some had difficulty in describing the meaning of a given value of the mean. Most identify the correct and incorrect answers of the fictitious students, although few argue the reasons for their assessment. There is also difficulty in identifying the mathematical objects required to solve the tasks. All this points to areas where teacher training needs to be complemented.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conocimiento didáctico-matemático]]></kwd>
<kwd lng="es"><![CDATA[profesores de educación primaria en formación]]></kwd>
<kwd lng="es"><![CDATA[media aritmética]]></kwd>
<kwd lng="es"><![CDATA[evaluación.]]></kwd>
<kwd lng="en"><![CDATA[Didactic-mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[prospective primary school teachers, arithmetic mean, assessment]]></kwd>
</kwd-group>
</article-meta>
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