<?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>S2215-34702023000100457</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.25</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trabajo matemático de estudiantes de educación técnica profesional en un contexto interdisciplinar]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical work of students in technical-professional education in an interdisciplinary context]]></article-title>
<article-title xml:lang="pt"><![CDATA[Trabalho matemático de alunos do ensino médio técnico profissionalizante em um contexto interdisciplinar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Henríquez Rivas]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Verdugo Hernández]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valenzuela Barrera]]></surname>
<given-names><![CDATA[Yocelyn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Facultad de Ciencias Básicas Departamento de Matemática, Física y Estadística]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Talca Facultad de Ciencias de la Educación Escuela de Pedagogía en Ciencias Naturales y Exactas]]></institution>
<addr-line><![CDATA[Linares ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Liceo Bicentenario Instituto Comercial  ]]></institution>
<addr-line><![CDATA[Linares ]]></addr-line>
<country>Chile</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>457</fpage>
<lpage>480</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100457&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100457&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100457&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo):  La presente investigación busca caracterizar el trabajo matemático de los estudiantes de educación secundaria en formación técnica profesional (TP) que participan en una propuesta didáctica que integra aprendizajes matemáticos y de la especialidad administración.  (Metodología):  Se trata de una investigación de enfoque cualitativo basado en un estudio de caso que analiza el trabajo matemático en el aula de estudiantes de último año de la educación media TP. El sustento teórico considera aspectos de la interdisciplinariedad y teoría Espacios de Trabajo Matemático.  (Resultados):  Los resultados dan cuenta de la distancia entre los análisis previstos y lo que efectivamente realizan los estudiantes, lo que se manifiesta en la presencia del plano (Sem-Ins) por sobre los otros. Estos resultados se han organizado según el tipo de respuesta: estándar, incompleto, bloqueo o dificultad, y se han clasificado según las producciones de los estudiantes.  (Conclusiones):  Los resultados evidencian que la primera subtarea se ha desarrollado en el tipo estándar con activación del plano (Sem-Ins) y en una parte de ella la génesis discursiva, mientras que las siguientes subtareas corresponden a incompleto y bloqueo o dificultad, respectivamente en las que solo se observa la presencia de la génesis semiótica. Finalmente, se puede concluir que, los conceptos de la especialidad no son una dificultad al momento de ser relacionados con el trabajo matemático. Sin embargo, desde la matemática se han identificado dificultades respecto a la comunicación del razonamiento discursivo, asociados a la génesis discursiva y la lectura de gráficos, lo que sugiere la necesidad de trabajar este tipo de actividades que integren la matemática con la especialidad TP, como lo es en este caso la administración.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective):  This study is intended to characterize the mathematical work of secondary education students in technical-professional education (TP), who participate in a didactic program that integrates mathematical learning and a specialization in administration.  (Methodology):  This is a qualitative investigation based on a case study that analyzes mathematical work in the classroom by students in the final year of their TP education. The theoretical foundation considers aspects related to interdisciplinarity and the theory of Mathematical Work Spaces.  (Results):  Results of this investigation show the distance between the analyses expected and what the students actually did, which is expressed in the presence of the (Sem-Ins) plane above the others. Student results were organized according to the type of answers they provided: standard, incomplete, and blocking or difficulty.  (Conclusions):  Results of this investigation showed that the first sub-task was carried out in a standard manner with activation of the (Sem-Ins) plane and in a part of it the discursive genesis, while the results of the following sub-tasks corresponded to incompletion and blocking or difficulty, respectively, in which only the presence of the semiotic genesis was observed. Finally, it can be concluded that knowledge of the concepts of the specialization were not an obstacle when they were related to mathematical work. However, from a mathematical perspective, difficulties were identified with respect to the communication of discursive reasoning, associated with discursive genesis and the interpretation of graphs, which suggests the need to work on activities that integrate mathematics with the TP area of specialization - in this case, administration.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  (Objetivo):  Esta pesquisa visa caracterizar o trabalho matemático de alunos do ensino médio em formação técnico profissionalizante (TP) que participam de uma proposta didática que integra o aprendizado matemático e a especialidade de administração.  (Metodologia): Trata-se de uma investigação de abordagem qualitativa baseada num estudo de caso que analisa o trabalho matemático na sala de aula de alunos do último ano do ensino médio TP. A sustentação teórica considera aspectos da interdisciplinaridade e da teoria dos Espaços de Trabalho Matemático.  (Resultados):  Os resultados dão conta da distância entre as análises planejadas e o que os alunos realmente fazem, que se manifesta na presença do plano (Sem-Ins) acima dos demais. Esses resultados foram organizados de acordo com o tipo de resposta: padrão, incompleto, bloqueado ou difícil, e foram classificados de acordo com as produções dos alunos.  (Conclusões):  Os resultados mostram que a primeira subtarefa foi desenvolvida no tipo padrão com ativação do plano (Sem- Ins) e em parte dela a gênese discursiva, enquanto as subtarefas seguintes correspondem a incompleto e bloqueio ou difícil, respectivamente em que se observa apenas a presença da gênese semiótica. Por fim, pode-se concluir que os conceitos da especialidade não são uma dificuldade quando relacionados ao trabalho matemático. No entanto, a partir da matemática, foram identificadas dificuldades no que diz respeito à comunicação do raciocínio discursivo, associado à gênese discursiva e à leitura de gráficos, o que sugere a necessidade de trabalhar este tipo de atividade que integra a matemática com a especialidade TP, como é neste caso a administração.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[espacio de trabajo matemático]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria técnica profesional]]></kwd>
<kwd lng="es"><![CDATA[interdisciplinariedad]]></kwd>
<kwd lng="en"><![CDATA[Mathematical work space]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[secondary technical-professional education]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinarity]]></kwd>
<kwd lng="pt"><![CDATA[espaço de trabalho matemático]]></kwd>
<kwd lng="pt"><![CDATA[alunos]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio técnico profissionalizante]]></kwd>
<kwd lng="pt"><![CDATA[interdisciplinaridad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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