<?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>S2215-34702022000100621</article-id>
<article-id pub-id-type="doi">10.15359/ru.36-1.40</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hacia una caracterización de competencia algebraica: Un estudio exploratorio con estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Towards a characterization of algebraic competence: an exploratory study with students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Rumo a uma caracterização da competência algébrica: Um estudo exploratório com estudantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aké]]></surname>
<given-names><![CDATA[Lilia P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olvera-Martínez]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Ingeniería ]]></institution>
<addr-line><![CDATA[Santiago de Querétaro ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Juárez del Estado de Durango Facultad de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[Durango ]]></addr-line>
<country>Mexico</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>621</fpage>
<lpage>638</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702022000100621&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702022000100621&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702022000100621&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El presente artículo tiene por objetivo evidenciar la competencia algebraica exhibida por un grupo de 27 estudiantes de universidad, en México, al trabajar con una tarea algebraica. Para esto se propone, desde las investigaciones de la competencia matemática y los niveles de algebrización, un marco para su estudio articulado en tres acciones: resolver, interpretar y validar.  (Metodología)  La investigación fue de corte cualitativa y exploratoria con una selección de estudiantes de tipo incidental, la implementación de la tarea se llevó a cabo durante una clase habitual con duración de dos horas. El profesor titular y el investigador estuvieron presentes durante el desarrollo de la tarea en el aula.  (Resultados)  Los resultados muestran que estos estudiantes presentan dificultades en la acción de resolver dado que no manipulan eficazmente expresiones simbólico-literales y no alcanzan el nivel de algebrización esperado. También, presentan inconsistencias en la acción de interpretar, es decir, no identifican ni conectan los conocimientos sobre las propiedades de las operaciones que se ponen en juego en la tarea algebraica. En la acción de validar, comunican comprobaciones o verificaciones de carácter descriptivo.  (Conclusiones)  Los hallazgos sugieren que la mayoría de los participantes no alcanzaron un primer nivel de competencia algebraica y se plantea la necesidad de formular estadios de desarrollo basados en las tres acciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  The present article seeks to determine the algebraic competence displayed by a group of 27 university students in Mexico when they worked on an algebraic problem. A study framework is proposed based on the investigation of mathematical competence and levels of algebrization in three areas: solving, interpreting and validating.  (Methodology)  A qualitative and exploratory study with convenience-based selection of students was implemented during a regular two-hour class. The professor and the researcher were present when the task was carried out in the classroom.  (Results)  The results show that the students had difficulties in problem solving because they did not effectively manipulate symbolic-literal expressions, and did not achieve the expected level of algebraization. They were also inconsistent in interpreting the task - that is, they did not identify or connect knowledge about the properties of the operations necessary to solve the algebraic problem. When validating their responses, they provided descriptive proofs or verifications.  (Conclusions)  The findings suggest that most of the participants did not display a basic level of algebraic competence, and the necessity of formulating stages of development based on the three actions is discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo deste artigo é demonstrar a competência algébrica exposta por um grupo de 27 estudantes universitários no México quando se trabalha com uma tarefa algébrica. Para este fim, propomos, a partir da pesquisa sobre competência matemática e níveis de algebrização, uma estrutura para seu estudo articulada em três ações: resolver, interpretar e validar.  (Metodologia)  A pesquisa foi de coorte qualitativa e exploratória com uma seleção incidental de estudantes, a implementação da tarefa foi realizada durante uma aula regular com duração de duas horas. O professor principal e o pesquisador estiveram presentes durante o desenvolvimento da tarefa na sala de aula.  (Resultados)  Os resultados mostram que estes estudantes apresentam dificuldades na ação de resolver, uma vez que não manipulam efetivamente as expressões simbólico-literárias e não atingem o nível de algebrização esperado. Além disso, mostram inconsistências na ação de interpretar, ou seja, não identificam e nem conectam o conhecimento sobre as propriedades das operações em jogo na tarefa algébrica. Na ação de validar, eles relatam testes ou verificações de caráter descritivo.  (Conclusões)  As constatações sugerem que a maioria dos participantes não atingiu um primeiro nível de competência algébrica e surge a necessidade de formular etapas de desenvolvimento com base nas três ações.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencia algebraica]]></kwd>
<kwd lng="es"><![CDATA[razonamiento algebraico]]></kwd>
<kwd lng="es"><![CDATA[tareas algebraicas]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios.]]></kwd>
<kwd lng="en"><![CDATA[Algebraic competence]]></kwd>
<kwd lng="en"><![CDATA[algebraic reasoning]]></kwd>
<kwd lng="en"><![CDATA[algebraic tasks]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[university students.]]></kwd>
<kwd lng="pt"><![CDATA[Competência algébrica]]></kwd>
<kwd lng="pt"><![CDATA[raciocínio algébrico]]></kwd>
<kwd lng="pt"><![CDATA[tarefas algébricas]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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