<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032016000300283</article-id>
<article-id pub-id-type="doi">10.15517/aie.v16i3.26084</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interacciones y contribuciones. Forma de participación de estudiantes de quinto grado en ambientes de modelación matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Interactions and contributions. Way of participation of fifth-grade students in mathematical modelling environments]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parra-Zapata]]></surname>
<given-names><![CDATA[Mónica Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villa-Ochoa]]></surname>
<given-names><![CDATA[Jhony Alexander]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CO</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CO</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>283</fpage>
<lpage>310</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032016000300283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032016000300283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032016000300283&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenLa literatura internacional llama la atención sobre la importancia de promover espacios de participación en ambientes de aprendizaje de la matemática escolar; sin embargo la cantidad de investigaciones que se ocupe de estudiarla en ambientes de modelación en educación primaria es insuficiente. En este sentido, se desarrolló una investigación en la cual se indagó las maneras cómo un grupo de estudiantes participó en ambientes que incluían algunas características de la perspectiva socio-crítica de la modelación matemática, entre ellas, la posibilidad de negociación, de discusión y el cuestionamiento del rol de las matemáticas en los fenómenos y en la sociedad. La investigación fue cualitativa y en ella participaron 27 estudiantes de quinto grado (9-11 años) de una institución educativa de la Ciudad de Medellín. Para analizar la participación de los estudiantes se utilizaron entrevistas, observación participante y documentos. Se centró la atención en las manifestaciones orales y escritas, las acciones y las explicaciones de los estudiantes en dos (2) episodios ocurridos en ambientes de modelación matemática. Los resultados permitieron identificar que cuando los estudiantes se involucran en ambientes que promueven su participación, se comprometen con la descripción e interpretación de las situaciones a estudiar, la matematización de relaciones propias de la situación y la interpretación y el análisis de las soluciones propuestas. En consecuencia, se logró analizar y caracterizar las interacciones y las contribuciones como una forma de participación. Los resultados ofrecen una comprensión de la participación de los estudiantes en ambientes de modelación matemática, y por tanto, algunas nociones y aportes teóricos en Educación Matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractInternational literature attracts attention to the importance of promoting opportunities for participation in learning environments of school mathematics; however, the amount of research that deals with modeling study in environments in primary education are insufficient. In this sense it was carried out a research that inquiries about the ways how a group of students participated in environments which included some features of the socio-critical perspective of mathematical modelling, including negotiation possibilities, discussion possibilities and questioning the role of mathematics on the phenomena and society. The research was qualitative and it involved 27 fifth-grade students (9-11 years old) of an educational institution in the city of Medellin. To analyze the participation of the study, the instruments to collect data were interviews, participant observation and documents. The study focused the attention on oral and written statements, actions and explanations of the students in two (2) episodes in mathematical modelling environments. The results allowed to identify when students engage in environments that promote their participation, agree with the description and interpretation of the situations studied, the mathematization of own relationships of the situation and the interpretation and analysis of the proposed solutions. Consequently, it was possible to analyze and characterize the interactions and contributions as a form of participation. The results provide an understanding of the participation of the students in mathematical modeling environments, therefore, some notions and theoretical contributions in Mathematics Education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[ambientes de modelación]]></kwd>
<kwd lng="es"><![CDATA[perspectiva socio-crítica]]></kwd>
<kwd lng="es"><![CDATA[participación]]></kwd>
<kwd lng="es"><![CDATA[modelación matemática.]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[modelling environments]]></kwd>
<kwd lng="en"><![CDATA[socio-critical perspective]]></kwd>
<kwd lng="en"><![CDATA[participation]]></kwd>
<kwd lng="en"><![CDATA[mathematical modelling.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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