<?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>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702022000100264</article-id>
<article-id pub-id-type="doi">10.15359/ru.36-1.16</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelización matemática en actividades estadísticas: Episodios clave para la generación de modelos]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical modeling in statistical activities: Key episodes for model generation]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelagem matemática em atividades estatísticas: Principais episódios para a geração de modelos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aymerich]]></surname>
<given-names><![CDATA[Àngels]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albarracín]]></surname>
<given-names><![CDATA[Lluís]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Autònoma de Barcelona Departament de Didàctica de la Matemàtica i les Ciències Experimentals ]]></institution>
<addr-line><![CDATA[Bellaterra ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat Autònoma de Barcelona Departament de Didàctica de la Matemàtica i les Ciències Experimentals ]]></institution>
<addr-line><![CDATA[Bellaterra ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>264</fpage>
<lpage>279</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702022000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702022000100264&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702022000100264&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En nuestro trabajo estamos interesados en promover el aprendizaje de conocimientos estadísticos por parte de alumnos de educación secundaria a partir de la modelización matemática. En concreto, usamos problemas estadísticos abiertos donde se estudian fenómenos sociales reales a partir de grandes cantidades de datos que cumplen con los principios de diseño de las model-eliciting activities con alumnos del último curso de educación obligatoria en España (15 años). Las tareas se dirigen a promover el desarrollo del concepto de variabilidad y aplicarlo para entender la situación estudiada a partir de un modelo matemático. En este estudio nos centramos en identificar los episodios clave de la actividad en los que se avanza en la construcción de los modelos matemáticos y los elementos que los promueven. Para ello se desarrolla un análisis cualitativo a partir de las grabaciones del trabajo en grupo de los alumnos en el aula a partir del uso de diagramas de actividad modelizadora. Los resultados obtenidos muestran que algunas decisiones de diseño del problema, como la gran cantidad de datos, o la ambigüedad de conceptos sociales, como el de justicia y equidad en los impuestos, resultan esenciales para el desarrollo de los modelos matemáticos. Las conclusiones del artículo tienen implicaciones para el diseño de tareas estadísticas, pero también para identificar el rol de la modelización matemática en el aprendizaje de conceptos estadísticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This work is intended to assist 15-year-old secondary school students to learn about statistics using mathematical modeling. Specifically, open statistical problems are presented in which real social phenomena are studied by students using large data sets that comply with the design principles of modeleliciting activities. The tasks assigned are aimed at presenting the concept of variability and its application to understanding the situations studied using a mathematical model. The study focuses on identifying key episodes in the activities in which progress is made in the construction of mathematical models, and the elements that promote them. To do so, a qualitative analysis is carried out based on records of the students&#8217; group work in the classroom using Modeling Activity Diagrams. The results obtained show that decisions about the design of a problem, such as using large amounts of data, or the ambiguity of social concepts such as &#8220;fair taxation,&#8221; are essential for promoting the development of mathematical models. The conclusions of this investigation have implications for the design of statistical tasks, and also for identifying the role of mathematical modeling in the learning of statistical concepts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Em nosso trabalho estamos interessados em promover a aprendizagem do conhecimento estatístico por estudantes do ensino médio a partir da modelagem matemática. Especificamente, utilizamos problemas estatísticos abertos onde fenômenos sociais reais são estudados a partir de grandes quantidades de dados que cumprem os princípios de desenho das eliciting activities com os alunos do último ano de educação obrigatória na Espanha (15 anos). As tarefas visam promover o desenvolvimento do conceito de variabilidade e aplicá-lo para compreender a situação estudada a partir de um modelo matemático. Neste estudo, focamos na identificação dos principais episódios da atividade em que se avança na construção de modelos matemáticos e de elementos que os promovem. Para isso, é desenvolvida uma análise qualitativa com base nas gravações do trabalho em grupo dos alunos em sala de aula a partir do uso de diagramas de atividade de modelagem. Os resultados obtidos mostram que algumas decisões de desenho do problema, como a grande quantidade de dados, ou a ambiguidade de conceitos sociais, como justiça e equidade em impostos, são essenciais para o desenvolvimento de modelos matemáticos. As conclusões do artigo têm implicações para o desenho de tarefas estatísticas, mas também para identificar o papel da modelagem matemática na aprendizagem de conceitos estatísticos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[modelización matemática]]></kwd>
<kwd lng="es"><![CDATA[actividades promotoras de la modelización]]></kwd>
<kwd lng="es"><![CDATA[diagramas de actividad modelizadora]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[estadística]]></kwd>
<kwd lng="es"><![CDATA[variabilidad]]></kwd>
<kwd lng="en"><![CDATA[mathematical modeling]]></kwd>
<kwd lng="en"><![CDATA[model-eliciting activities]]></kwd>
<kwd lng="en"><![CDATA[Modeling Activity Diagrams]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[statistics]]></kwd>
<kwd lng="en"><![CDATA[variability]]></kwd>
<kwd lng="pt"><![CDATA[modelagem matemática]]></kwd>
<kwd lng="pt"><![CDATA[atividades fomentadoras de modelagem]]></kwd>
<kwd lng="pt"><![CDATA[diagramas de atividade de modelagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[estatística]]></kwd>
<kwd lng="pt"><![CDATA[variabilidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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