<?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>S2448-80892024000100007</article-id>
<article-id pub-id-type="doi">10.24844/em3601.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representaciones matemáticas en papel de la descomposición del número 7 en educación infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical representations on paper of the decomposition of the number 7 in early childhood education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Triana]]></surname>
<given-names><![CDATA[Brenda Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Edo Basté]]></surname>
<given-names><![CDATA[Mequè]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sala-Sebastià]]></surname>
<given-names><![CDATA[Gemma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Autònoma de Barcelona Facultat Ciències de l&#8217;Educació Departament de Didàctica de la Matemàtica i de les Ciències Experimentals]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat Autònoma de Barcelona Facultat Ciències de l&#8217;Educació Departament de Didàctica de la Matemàtica i de les Ciències Experimentals]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de Barcelona Facultat d&#8217;Educació Departament d&#8217;Educació Lingüística, Científica i Matemàtica]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</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>7</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este artículo es describir, categorizar y clasificar las representaciones matemáticas en papel del alumnado de 5-6 años y sus explicaciones sobre lo vivido en dos talleres de descomposición del número 7 y, crear una herramienta para interpretar y evaluar las representaciones matemáticas en papel sobre este tema. Los participantes en el estudio fueron un grupo de 24 estudiantes de educación infantil de una escuela en Catalunya. La metodología tiene un enfoque descriptivo-interpretativo. Se analizan las producciones de cada alumno relacionadas con dos talleres y se realizan entrevistas semiestructuradas. El análisis fue realizado en dos fases: identificación de la tipología de producciones y análisis del contenido matemático de las representaciones. Los resultados revelan que los alumnos utilizaron el lenguaje pictográfico, escrito y simbólico en sus representaciones y que estos lenguajes a menudo aparecen combinados. En cuanto al contenido matemático, se diseñó una rúbrica en la que se han establecido seis niveles, atendiendo a una posible trayectoria de aprendizaje de la descomposición del número 7.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this article is to describe, categorize, and classify the mathematical representations on paper of 5-6-year-old students and explanations about their experiences in two workshops on decomposition of the number 7 and to create a tool for interpreting and evaluating representations on paper on this topic. The participants in the study was a group of 24 early childhood education students from a school in Catalonia. The methodology was based on a descriptive-interpretative approach. The written productions of each student obtained from the workshops were analyzed and semi-structured interviews with students are carried out. The analysis were conducted in two phases: identifying the typology of productions and analyzing the mathematical content of the representations. The results reveal that students used pictorial, written, and symbolic language in their representations and that these languages often appear combined. Regarding mathematical content, a rubric was designed with six levels, considering a possible learning trajectory for the decomposition of the number 7.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Representaciones matemáticas en papel]]></kwd>
<kwd lng="es"><![CDATA[descomposición de números]]></kwd>
<kwd lng="es"><![CDATA[página en blanco]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje matemático]]></kwd>
<kwd lng="es"><![CDATA[educación infantil.]]></kwd>
<kwd lng="en"><![CDATA[Mathematical representations on paper]]></kwd>
<kwd lng="en"><![CDATA[number decomposition]]></kwd>
<kwd lng="en"><![CDATA[blank page]]></kwd>
<kwd lng="en"><![CDATA[mathematical learning]]></kwd>
<kwd lng="en"><![CDATA[early childhood education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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