<?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>S2215-34702023000100228</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.13</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conexiones matemáticas asociadas al concepto de ecuación cuadrática que establecen futuros profesores mexicanos de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical connections skills associated with the concept of quadratic equation established by prospective Mexican mathematics teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conexões matemáticas associadas ao conceito de equação quadrática estabelecidas por futuros professores mexicanos de matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Yañez]]></surname>
<given-names><![CDATA[Magali Edaena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-García]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campo-Meneses]]></surname>
<given-names><![CDATA[Karen Gisel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[Chilpancingo ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[Chilpancingo ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[Chilpancingo ]]></addr-line>
<country>Mexico</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>228</fpage>
<lpage>253</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  Esta investigación plantea como objetivo identificar las conexiones matemáticas que establecen futuros profesores sobre el concepto de ecuación cuadrática.  (Metodología)  Se empleó la técnica de entrevista de grupo focal para recolectar información. Esta consistió en la aplicación de cinco tareas a ocho futuros profesores que se encontraban cursando la Licenciatura en Matemática, área Matemática Educativa. Los participantes son de la ciudad de Chilpancingo del estado de Guerrero en México y sus edades oscilaban entre 21 y 23 años. Debido a la pandemia causada por el COVID-19, las cuatro sesiones grupales se realizaron de manera virtual con una duración de 80 minutos cada una. Se utilizó el análisis temático para examinar los datos recabados.  (Resultados)  Las producciones escritas y verbales de los futuros profesores indicaron que cada uno usó de forma variada las conexiones matemáticas. De manera general, las de más frecuencia fueron procedimental, características y significado; con menor frecuencia, parte-todo, modelado e implicación. Dichas conexiones corresponden a las contempladas en el marco teórico, por lo que se puede argumentar que este resulta válido y pertinente para explorar las conexiones matemáticas en futuros profesores, al resolver tareas matemáticas.  (Conclusiones)  Los participantes dieron significado al concepto de ecuación cuadrática en cuanto a lo que significa en contextos reales y lograron representar la función cuadrática de diversas formas, en el registro algebraico y gráfico. Sin embargo, la mayoría no estableció todas las conexiones matemáticas previstas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This investigation seeks to identify the mathematical connections established by prospective mathematics teachers related to the concept of the quadratic equation.  (Methodology)  A focal group interview was used to collect information. It consisted of assigning five tasks to eight prospective mathematics teachers who are pursuing a Licentiate's degree in Mathematics in the area of Educational Mathematics. The participants are from the city of Chilpancingo in the state of Guerrero in Mexico, and were from 21 to 23 years old. Due to the COVID-19 pandemic, the four group sessions were held virtually, each lasting 80 minutes. Data were analyzed using a thematic approach. (Results) The written and verbal responses of prospective mathematics teachers indicated that each of them used mathematical connections skills in a different way. In general, the most frequent skills were related to procedures, characteristics, and meaning, and less frequently to part-whole, modeling, and implication. These connections correspond to those specified in the theoretical framework; therefore, it can be argued that this framework is valid and relevant for exploring the mathematical connections among prospective mathematics teachers when solving mathematical tasks.  (Conclusions)  The participants assigned meaning to the concept of quadratic equation in terms of what it represents in real contexts, and were able to present the quadratic function in different forms in the algebraic and graphical terms. However, most of them did not make the intended mathematical connections.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Esta pesquisa visa identificar as conexões matemáticas que os futuros professores estabelecem sobre o conceito de equação quadrática.  (Metodologia) A técnica de entrevista em grupo focal foi utilizada para coletar informações e consistiu na aplicação de cinco tarefas a oito futuros professores que frequentavam o curso de Licenciatura em Matemática, área da Matemática Educativa. Os participantes são da cidade de Chilpancingo no estado de Guerrero no México e suas idades variaram de 21 a 23 anos. Devido à pandemia provocada pela COVID-19, as quatro sessões de grupo foram realizadas virtualmente com uma duração de 80 minutos cada. Foi utilizada a análise temática para examinar os dados coletados.  (Resultados)  As produções escritas e verbais dos futuros professores indicaram que cada um utilizou as conexões matemáticas de forma variada. De modo geral, as mais frequentes foram procedimental, características e significado; com menos frequência, fração, modelagem e implicação. Tais conexões correspondem às contempladas no quadro teórico, pelo que se pode afirmar que é válido e relevante explorar as conexões matemáticas nos futuros professores, na resolução de tarefas matemáticas.  (Conclusões)  Os participantes deram significado ao conceito de equação quadrática em termos do que significa em contextos reais e conseguiram representar a função quadrática de várias formas, no registo algébrico e gráfico. No entanto, a maioria não fez todas as conexões matemáticas esperadas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[conexiones matemáticas]]></kwd>
<kwd lng="es"><![CDATA[futuros profesores de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[ecuación cuadrática]]></kwd>
<kwd lng="en"><![CDATA[Mathematical connections]]></kwd>
<kwd lng="en"><![CDATA[prospective mathematics teachers]]></kwd>
<kwd lng="en"><![CDATA[quadratic equation]]></kwd>
<kwd lng="pt"><![CDATA[conexões matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[futuros professores de matemática]]></kwd>
<kwd lng="pt"><![CDATA[equação quadrática]]></kwd>
</kwd-group>
</article-meta>
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