<?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>S2448-80892024000200068</article-id>
<article-id pub-id-type="doi">10.24844/em3602.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desde estrategias aditivas hasta estrategias proporcionales: Características identificadas con estudiantes de Educación Básica Media y Superior de Ecuador]]></article-title>
<article-title xml:lang="en"><![CDATA[From additive to proportional strategies: Features identified with middle and high school students in Ecuador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[Ceneida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ivars]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Alicante  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Alicante  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Central de Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Alicante  ]]></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>2</numero>
<fpage>68</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000200068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000200068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000200068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Estudios previos han mostrado que, al resolver situaciones proporcionales y aditivas, los estudiantes transitan desde usar indiscriminadamente estrategias aditivas a usar indiscriminadamente estrategias proporcionales. Además, el tipo de razón y la naturaleza de las cantidades parece influir en el uso de estas estrategias. Este estudio explora qué estrategias usan los estudiantes de Educación Básica Media y Superior de Ecuador cuando resuelven problemas aditivos y proporcionales de valor ausente con razones ente-ras/no enteras y cantidades discretas/continuas. Los resultados muestran una tendencia diferente: cuando los estudiantes dejan de usar indiscriminada-mente estrategias aditivas en situaciones proporcionales y aditivas, no usan indiscriminadamente la proporcionalidad. Estos estudiantes usan otros procedimientos erróneos para resolver los problemas proporcionales. Además, ambas variables influyeron significativamente: (I) se usaron más las estrategias aditivas con relaciones/razones no enteras y las proporcionales con relaciones/razones enteras; y (II) se usaron mayormente las estrategias proporcionales en problemas proporcionales con cantidades discretas y las aditivas en problemas aditivos con cantidades continuas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Previous studies have shown that students move, when solving proportional and additive situations, from using additive relations indiscriminately to using multiplicative relations indiscriminately. In addition, the type of ratio and the nature of the quantities seem to influence the use of these relations. This study explores the strategies used by Ecuadorian middle and high school students when solving additive and proportional missing-value problems with integer/non-integer ratios and discrete/ continuous quantities. The results show a different pattern: when students stop using the additive strategy indiscriminately, they do not use proportionality indiscriminately, they use incorrect procedures to solve proportional problems. Moreover, both variables were significantly influenced: (I) additive strategies were used more with non-integer ratios/relations and proportional strategies were used more with integer ratios/relations; and (II) proportional strategies were used more in proportional problems with discrete quantities and additive strategies were used more in additive problems with continuous quantities.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Razonamiento proporcional]]></kwd>
<kwd lng="es"><![CDATA[transición del pensamiento aditivo al multiplicativo]]></kwd>
<kwd lng="es"><![CDATA[tipo de razón]]></kwd>
<kwd lng="es"><![CDATA[naturaleza de las cantidades]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica Media y Superior]]></kwd>
<kwd lng="en"><![CDATA[Proportional reasoning]]></kwd>
<kwd lng="en"><![CDATA[transition from additive to multiplicative thinking]]></kwd>
<kwd lng="en"><![CDATA[type of ratio]]></kwd>
<kwd lng="en"><![CDATA[nature of quantities]]></kwd>
<kwd lng="en"><![CDATA[middle and high school education]]></kwd>
</kwd-group>
</article-meta>
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