<?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>S2215-34702023000100254</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.14</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creación de problemas de proporcionalidad en la formación de docentes de primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Creation of proportionality problems for the training of prospective primary school teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Criação de problemas de proporcionalidade na formação de professores primários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaverri Hernández]]></surname>
<given-names><![CDATA[Jorhan]]></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 Costa Rica Escuela de Matemática ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</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>254</fpage>
<lpage>277</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100254&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100254&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  El objetivo de este artículo es describir y analizar una intervención formativa con futuro personal docente de primaria, dirigida a desarrollar la competencia para crear problemas de proporcionalidad mediante la variación de un problema inicial y la elaboración a partir de un requerimiento didáctico-matemático.  (Metodología)  Se trata de un estudio cualitativo e interpretativo que adopta una metodología propia de las investigaciones de diseño o ingeniería didáctica. Tanto en el diseño de la intervención, como en el análisis de contenido de las respuestas de los sujetos participantes se emplean herramientas teóricas y metodológicas del enfoque ontosemiótico. Se trabaja con un grupo de 127 estudiantes para docentes de Educación Primaria de la Universidad de Granada, España; organizados en 33 equipos para responder a dos consignas sobre creación de problemas.  (Resultados)  Los resultados muestran que los sujetos participantes crean con mayor frecuencia problemas pertinentes mediante la variación de un problema dado, pero que no logran crear problemas que permitan, de manera específica, distinguir situaciones proporcionales de aditivas a partir de un requerimiento didáctico-matemático.  (Conclusiones)  Se concluye que los futuros maestros y maestras manifiestan un conocimiento didáctico y matemático insuficiente para crear problemas de proporcionalidad exitosamente. Por esto es necesario que los programas de formación refuercen las estrategias para desarrollar esta tarea, incorporándola como recurso didáctico en el proceso de enseñanza, y mejorando la competencia para el análisis de la actividad matemática del futuro profesorado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This article presents a description and analysis of an educational experience with prospective primary school teachers, aimed at developing their skills to create proportionality problems by modifying an initial problem to reflect a didactic-mathematical orientation.  (Methodology)  This is a qualitative and interpretative investigation that adopted an engineering or design approach to teaching in its research methodology. Theoretical and methodological tools of the Onto-semiotic Approach were used in both the design of the experience, and in the content analysis of participants' responses. The investigation was carried out with a group of 127 Primary Education students of the University of Granada, Spain, organized in 33 teams to answer two problem-creation tasks.  (Results)  It was found that the participants most frequently created relevant problems by modifying a given problem, but that they did not manage to create problems that specifically allowed them to distinguish proportional from additive situations that are consistent with didactic-mathematical requirements.  (Conclusions)  Prospective teachers did not display sufficient didactic and mathematical knowledge to be able to successfully create proportionality problems. Training programs should therefore strengthen their strategies to develop this knowledge, incorporating it as a didactic resource in the teaching process to assist in improving the skills of prospective teachers in the analysis of mathematical activities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Este artigo tem como objetivo descrever e analisar uma intervenção formativa com futuros professores do ensino básico, destinada a desenvolver a competência para criar problemas de proporcionalidade por variação de um problema inicial e elaboração com base num requisito didáticomatemático.  (Metodologia) Este é um estudo qualitativo e interpretativo que adota uma metodologia própria das pesquisas de desenho ou engenharia didática. Tanto no desenho da intervenção como na análise de conteúdo das respostas dos sujeitos participantes são utilizados instrumentos teóricos e metodológicos da abordagem ontossemiótica. Trabalha-se com um grupo de 127 alunos para professores do Ensino Primário da Universidade de Granada, Espanha; organizados em 33 equipes para responder a duas instruções sobre a criação de problemas.  (Resultados)  Os resultados mostram que os sujeitos participantes criam com mais frequência problemas pertinentes ao variar um determinado problema, mas não conseguem criar problemas que permitam, de forma específica, distinguir situações proporcionais de aditivas a partir de uma exigência didático-matemática.  (Conclusões) Conclui-se que os futuros professores apresentam conhecimentos didáticos e matemáticos insuficientes para criar com sucesso problemas de proporcionalidade. Por essa razão, é necessário que os programas de formação reforcem as estratégias para desenvolver esta tarefa, incorporando-a como recurso didático no processo de ensino e melhorando a competência para a análise da atividade matemática dos futuros professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Creación de problemas]]></kwd>
<kwd lng="es"><![CDATA[proporcionalidad]]></kwd>
<kwd lng="es"><![CDATA[conocimiento didáctico-matemático]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes.]]></kwd>
<kwd lng="en"><![CDATA[Problem creation]]></kwd>
<kwd lng="en"><![CDATA[proportionality]]></kwd>
<kwd lng="en"><![CDATA[didactic-mathematical knowledge]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="pt"><![CDATA[criação de problemas]]></kwd>
<kwd lng="pt"><![CDATA[proporcionalidade]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento didático-matemático]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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