<?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>S2215-34702022000100781</article-id>
<article-id pub-id-type="doi">10.15359/ru.36-1.50</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Habilidades cognitivas y sociales en la resolución de problemas matemáticos de forma colaborativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Cognitive and social skills in collaborative solution of mathematical problems]]></article-title>
<article-title xml:lang="pt"><![CDATA[Habilidades cognitivas e sociais na resolução de problemas matemáticos de forma colaborativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chandía]]></surname>
<given-names><![CDATA[Eugenio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huencho]]></surname>
<given-names><![CDATA[Anahí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz]]></surname>
<given-names><![CDATA[Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerda]]></surname>
<given-names><![CDATA[Gamal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción Facultad de Educación ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco Facultad de Educación ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de O'Higgins Instituto de Ciencias Sociales ]]></institution>
<addr-line><![CDATA[Rancagua ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción Facultad de Educación ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Concepción Facultad de Educación ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</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>781</fpage>
<lpage>806</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702022000100781&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702022000100781&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702022000100781&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo del estudio fue analizar las habilidades cognitivas y sociales de un grupo de estudiantes y su profesora en una intervención basada en la resolución de problemas colaborativos (RPC) en matemática.  (Metodología)  Se realizó un estudio eligiendo uno de los 8 grupos de 4 estudiantes formados aleatoriamente en una intervención no curricular programada en 24 sesiones quincenales de 90 minutos. El grupo elegido quedó constituido por 4 estudiantes de género femenino. Se registraron las sesiones y se codificaron las interacciones entre sujetos (estudiantes y profesora) al inicio y término de la intervención respecto de habilidades de representación, regulación, comunicación y roles asumidos en el trabajo grupal, y en la interacción con la profesora. Estas codificaciones fueron posteriormente analizadas mediante técnicas de análisis de grafos asimétricos para medir la intensidad de las interacciones y por análisis de correspondencia determinar la significancia de las relaciones entre las subhabilidades involucradas. Se utilizó el paquete Rstudio.  (Resultados)  Se observa a lo largo de la implementación, un cambio significativo en cuanto a la intensidad de las interacciones entre las participantes respecto de los índices de centralidad y cercanía asociados a los grafos representativos, y una relación significativaentre las subhabilidades involucradas.  (Conclusiones)  El trabajo sistemático de RPC en matemática de la intervención realizada promueve y modifica las habilidades sociales y cognitivas y su interacción.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  The objective of this study was to analyze the cognitive and social skills of a group of students and their teacher in an exercise based on Collaborative Problem Solving (CPR) in Mathematics.  (Methodology)  A study was carried out by selecting one of the 8 groups of 4 students randomly assigned in a non-curricular exercise scheduled in 24 biweekly sessions of 90 minutes. The group selected consisted of 4 female students. The sessions were recorded, and data on the interactions between subjects (students and teacher) were coded at the beginning and at the end of the exercise for factors including skills of representation, regulation, communication and roles assumed in group work, and interaction with the teacher. The coded data were subsequently analyzed using asymmetric graph analysis techniques to measure the intensity of interactions, and correspondence analysis to determine the significance of relationships between the subskills involved. Rstudio software was used to carry out the analysis.  (Results)  A significant change in the intensity of interactions between participants was observed throughout the implementation with respect to the centrality and closeness indices associated with the graphs obtained.  (Conclusions)  The systematic CPR work in mathematics carried out in the exercise promotes and modifies social and cognitive skills and their interaction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo do estudo foi analisar as habilidades cognitivas e sociais de um grupo de alunos e sua professora em uma intervenção baseada na resolução colaborativa de problemas (RCP) em matemática.  (Metodologia)  Foi realizado um estudo escolhendo um dos 8 grupos de 4 alunos treinados aleatoriamente em uma intervenção não curricular agendada em 24 sessões quinzenais de 90 minutos. O grupo escolhido foi constituído por 4 alunas. As sessões foram gravadas e as interações entre sujeitos (alunas e professora) foram codificadas no início e no final da intervenção quanto à habilidade de representação, regulação, comunicação e funções assumidas no trabalho em grupo, e na interação com a professora. Essas codificações foram posteriormente analisadas por técnicas de análise assimétrica de grafos para medir a intensidade das interações e por análise por correspondência para determinar a significância das relações entre as sub-habilidades envolvidas. Utilizou-se o pacote Rstudio.  (Resultados)  Observa-se, ao longo da implementação, uma mudança significativa em termos da intensidade das interações entre os participantes em relação aos índices de centralidade e proximidade associados aos grafos representativos, e uma relação significativa entre as sub-habilidades envolvidas.  (Conclusões)  O trabalho sistemático da RCP em matemática da intervenção realizada promove e modifica as habilidades sociais e cognitivas e sua interação.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Resolución colaborativa de problemas]]></kwd>
<kwd lng="es"><![CDATA[Tareas matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Habilidades sociales]]></kwd>
<kwd lng="es"><![CDATA[Habilidades cognitivas]]></kwd>
<kwd lng="es"><![CDATA[Teoría de grafos]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Problem Solving]]></kwd>
<kwd lng="en"><![CDATA[mathematical tasks, social skills]]></kwd>
<kwd lng="en"><![CDATA[cognitive skills]]></kwd>
<kwd lng="en"><![CDATA[graph theory]]></kwd>
<kwd lng="pt"><![CDATA[Solução colaborativa de problemas]]></kwd>
<kwd lng="pt"><![CDATA[tarefas matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[habilidades sociais]]></kwd>
<kwd lng="pt"><![CDATA[habilidades cognitivas]]></kwd>
<kwd lng="pt"><![CDATA[teoria dos grafos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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