<?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>S2215-34702023000100044</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.3</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento didáctico-matemático sobre la distribución de la media muestral de profesorado de bachillerato en formación]]></article-title>
<article-title xml:lang="en"><![CDATA[Prospective high school mathematics teachers' didactic-mathematical knowledge about the sampling distribution of the mean]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conhecimento didático-matemático sobre a distribuição da média amostral de professores bacharéis estagiários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela-Ruiz]]></surname>
<given-names><![CDATA[Silvia M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Begué]]></surname>
<given-names><![CDATA[Nuria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garzón-Guerrero]]></surname>
<given-names><![CDATA[José A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Zaragoza Departamento de Matemáticas Área de Didáctica de la Matemática]]></institution>
<addr-line><![CDATA[Zaragoza ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>44</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100044&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100044&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo del trabajo es evaluar el conocimiento didáctico-matemático de profesores españoles en formación sobre la distribución de la media muestral, específicamente, el conocimiento común del contenido, y las facetas epistémicas y cognitiva del conocimiento didáctico.  (Metodología)  Se pidió a una muestra de futuros profesores resolver un problema propuesto a los estudiantes en las pruebas de acceso a la universidad, además de resolverlo debían identificar los conceptos, propiedades y procedimientos requeridos para su resolución y los errores previsibles de los estudiantes en este proceso.  (Resultados)  Los resultados de la evaluación fueron muy buenos en lo que se refiere al conocimiento matemático común del tema, aunque se observaron algunos errores, como la confusión de la distribución de la variable analizada en la población con la distribución muestral del estadístico. Los participantes mostraron un desempeño razonable de análisis de los objetos matemáticos requeridos (conceptos, procedimientos y propiedades) para solucionar la tarea propuesta. Fue menor la competencia de análisis de los posibles errores que podrían cometer los estudiantes en la resolución de la tarea.  (Conclusiones) El estudio revela puntos de mejora en la formación de los futuros profesores sobre la distribución de la media muestral, un contenido relevante para la posterior comprensión del resto de la inferencia. Dicha formación debiera enfatizar la diferencia entre las tres distribuciones de probabilidad que aparecen en el muestreo y la diferencia entre estadístico y parámetro, pues el futuro profesorado no reconoce la posibilidad de errores de este tipo en su alumnado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  The aim of this study is to evaluate the didactic-mathematical knowledge of prospective Spanish teachers about the sampling distribution of the mean - specifically, basic knowledge about content, as well as epistemic and cognitive aspects of didactic knowledge.  (Methodology)  A sample of prospective teachers were asked to solve a problem presented to students in the university's entrance exams, to identify the concepts, properties and procedures required for its solution, and to describe the foreseeable errors of the students in this process.  (Results) The results obtained showed very good levels of common mathematical knowledge, although some errors were observed, such as confusing population distributions with sampling distributions. The participants were reasonably competent in analyzing the mathematical objects (concepts, procedures and properties) required to solve the proposed task, but the level of competence in identifying possible student errors in solving the task was lower.  (Conclusions)  The study identifies areas for improvement in the training of prospective teachers about the sampling distribution of the mean, which should be well understood when making inferences. Such training should emphasize the difference between the three probability sampling distributions and the difference between statistics and parameters, since prospective teachers do not recognize the possibility of this type of error by their students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  O objetivo do trabalho é avaliar o conhecimento didático-matemático dos professores estagiários espanhóis sobre a distribuição da média amostral, especificamente, o conhecimento comum do conteúdo, e as facetas epistêmicas e cognitivas do conhecimento didático.  (Metodologia)  Foi solicitado a uma amostra de futuros professores resolver um problema proposto aos alunos nas provas de vestibular e, além de resolvê-lo, eles tiveram que identificar os conceitos, as propriedades e os procedimentos necessários para sua resolução e os erros previsíveis dos alunos neste processo.  (Resultados)  Os resultados da avaliação foram muito bons em termos do conhecimento matemático comum do assunto, embora alguns erros tenham sido observados, tais como a confusão da distribuição da variável analisada na população com a distribuição amostral da estatística. Os participantes mostraram um desempenho razoável na análise dos objetos matemáticos necessários (conceitos, procedimentos e propriedades) para resolver a tarefa proposta. Havia menos competência na análise dos possíveis erros que os estudantes poderiam cometer para resolver a tarefa.  (Conclusões) O estudo revela pontos de melhoria na capacitação de futuros professores sobre a distribuição da média amostral, um conteúdo relevante para o entendimento subsequente do resto da inferência. Essa capacitação deve enfatizar a diferença entre as três distribuições de probabilidade que aparecem na amostragem e a diferença entre estatístico e parâmetro, pois os futuros professores não reconhecem a possibilidade de tais erros em seus alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Distribución de la media muestral]]></kwd>
<kwd lng="es"><![CDATA[conocimiento didáctico-matemático]]></kwd>
<kwd lng="es"><![CDATA[profesores de bachillerato en formación]]></kwd>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="en"><![CDATA[distribution of the sample mean]]></kwd>
<kwd lng="en"><![CDATA[didactic-mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[prospective high-school teachers]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="pt"><![CDATA[Distribuição da média amostral]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento didático-matemático]]></kwd>
<kwd lng="pt"><![CDATA[professores bacharéis estagiários]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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