<?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>S2215-34702023000100519</article-id>
<article-id pub-id-type="doi">10.15359/ru.37-1.28</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Taller de resolución de problemas no rutinarios para estudiantes de 8 a 9 años: un estudio de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[Workshop on non-routine problem solving for students aged 8 to 9: A case study]]></article-title>
<article-title xml:lang="pt"><![CDATA[Oficina de resolução de problemas não rotineiros para alunos de 8 a 9 anos: um estudo de caso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Jara]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergara-Gómez]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mondaca-Saavedra]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gregori Huerta]]></surname>
<given-names><![CDATA[Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Playa Ancha Facultad de Educación Departamento de Educación]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<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="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Valparaíso Instituto de Matemática ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universitat Jaume I de Castellón Instituto de Matemáticas y Aplicaciones de Castellón Departamento de Matemáticas]]></institution>
<addr-line><![CDATA[ ]]></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>519</fpage>
<lpage>541</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702023000100519&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702023000100519&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702023000100519&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo):  Caracterizar las heurísticas utilizadas por estudiantes de entre 8 y 9 años, al enfrentar cuatro problemas no rutinarios que promueven el desarrollo del pensamiento aritmético desde dos perspectivas: la distribución de números bajo una condición gráfica y el uso de operaciones aritméticas en el sistema decimal posicional.  (Metodología):  El análisis incluyó la elaboración de categorías que permitieron caracterizar a priori las heurísticas que podrían surgir en la resolución de los distintos problemas. Estas categorías fueron utilizadas para implementar un enfoque metodológico mixto, con un alcance exploratorio y descriptivo. El análisis cualitativo se realiza través de un estudio de caso que permite identificar desempeños claves a partir de las producciones escritas de los estudiantes. El análisis cuantitativo se realiza a través de un análisis implicativo, que incluye un árbol de similaridad y la identificación de clases significativas.  (Resultados):  Se evidencia que el uso de heurísticas simples en la resolución de problemas aritméticos no rutinarios favorece la búsqueda de soluciones parciales y se confirma la presencia persistente de algunas características del razonamiento heurístico, como la atención, la reducción y el cambio de supuestos. Además, se identifican relaciones implicativas entre algunas heurísticas que comparten características comunes, según el tipo de problema.  (Conclusiones):  Los alcances de este estudio ponen de manifiesto que, incluso en respuestas erróneas o incompletas, es posible reconocer procesos lógicos de elaboración de respuestas parciales y acercamientos intuitivos, que resultan consistentes con la acción de simplificar o facilitar la búsqueda de una solución.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective):  This article describes heuristics u sed by 8 and 9 year-old students to solve four non-routine problems that promote the development of arit hmetic thinking from two perspectives: number distribution under a graphical representation, and use o f arithmetic operations in the positional decimal system.  (Methodology):  The analysis included the for mulation of categories that made it possible to characterize a priori the heuristics that could ar ise whe n solving each problem. These categories were used in the implementation of a mixed metho dol ogic al approach with an exploratory and descriptive orientation. Qualitative analysis was carried out thr ough a case study that helped to identify key actions based on written results provided by students. Quantitative analysis was carried out using implicative analysis, which includes a similarity tree and identification of significant classes.  (Results):  The results point to the importance of using simple heuristics in finding solutions to non-routine arithmetic problems, and confirm the presence of some characteristics of heuristic reasoning, such as attention, reduction, and change of assumptions. Likewise, implicative relationships were identified among some heuristics that share common characteristics, depending on the type of problem.  (Conclusions):  The results of this study show that, even in incorrect or incomplete answers, it is possible to recognize logical processes for the elaboration of partial answers and intuitive approaches, which are consistent with the action of simplifying or facilitating the search for a solution.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo):  Caracterizar as heurísticas utilizadas por estudantes entre 8 e 9 anos, frente a quatro problemas não rotineiros que promovem o desenvolvimento do pensamento aritmético a partir de duas perspectivas: a distribuição de números sob uma condição gráfica e o uso de operações aritméticas no sistema decimal posicional.  (Metodologia): A análise incluiu a elaboração de categorias que permitiram caracterizar a priori as heurísticas que poderiam surgir na resolução dos diferentes problemas. Essas categorias foram utilizadas para implementar uma abordagem metodológica mista, com escopo exploratório e descritivo. A análise qualitativa é realizada por meio de um estudo de caso que permite identificar desempenhos-chave a partir das produções escritas dos alunos. A análise quantitativa é realizada por meio de uma análise implicativa, que inclui uma árvore de similaridade e a identificação de classes significativas.  (Resultados):  É evidente que o uso de heurísticas simples na resolução de problemas aritméticos não rotineiros favorece a busca de soluções parciais e confirma a presença persistente de algumas características do raciocínio heurístico, como atenção, redução e mudança de pressupostos. Além disso, são identificadas relações implicativas entre algumas heurísticas que compartilham características comuns, dependendo do tipo de problema.  (Conclusões):  O escopo deste estudo mostra que, mesmo em respostas errôneas ou incompletas, é possível reconhecer processos lógicos de elaboração de respostas parciais e abordagens intuitivas, que são consistentes com a ação de simplificar ou facilitar a busca de uma solução.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Heurísticas]]></kwd>
<kwd lng="es"><![CDATA[pensamiento aritmético]]></kwd>
<kwd lng="es"><![CDATA[problemas no rutinarios]]></kwd>
<kwd lng="es"><![CDATA[análisis implicativo]]></kwd>
<kwd lng="en"><![CDATA[Heuristics]]></kwd>
<kwd lng="en"><![CDATA[arithmetic thinking]]></kwd>
<kwd lng="en"><![CDATA[non-routine problems]]></kwd>
<kwd lng="en"><![CDATA[implicative analysis]]></kwd>
<kwd lng="pt"><![CDATA[Heurística]]></kwd>
<kwd lng="pt"><![CDATA[pensamento aritmético]]></kwd>
<kwd lng="pt"><![CDATA[problemas não rotineiros]]></kwd>
<kwd lng="pt"><![CDATA[análise implicativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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