<?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>S2215-34702024000100001</article-id>
<article-id pub-id-type="doi">10.15359/ru.38-1.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Significados personales en la formulación y argumentación de conjeturas en estudiantes de la escuela secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Personal meanings in the formulation and argumentation of conjectures by high school students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Significados pessoais na formulação e argumentação de conjecturas em alunos do ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giayetto]]></surname>
<given-names><![CDATA[María Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Markiewicz]]></surname>
<given-names><![CDATA[María Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Etchegaray]]></surname>
<given-names><![CDATA[Silvia Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Superior María Inmaculada  ]]></institution>
<addr-line><![CDATA[Río Cuarto ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Río Cuarto  ]]></institution>
<addr-line><![CDATA[Río Cuarto ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Río Cuarto  ]]></institution>
<addr-line><![CDATA[Río Cuarto ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>38</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>21</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702024000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  Este trabajo tiene como objetivo indagar los significados sobre conjetura en estudiantes de la escuela secundaria, poniendo de manifiesto algunas disparidades entre estos significados personales y el que adquiere en la institución matemática.  (Metodología)  La metodología utilizada es de tipo cualitativo. Se efectúa un estudio de casos, a fin de profundizar los significados personales de conjetura en estudiantes del ciclo orientado de escuelas secundarias de la ciudad de Río Cuarto, Argentina (15-16 años). Para ello, se analizan los sistemas de prácticas que ponen a funcionar un grupo de estudiantes ante tres problemas que involucran la elaboración, contrastación, reformulación o validación de conjeturas, incluyendo entrevistas realizadas a ellos mismos. Estos análisis se llevan a cabo utilizando herramientas del enfoque ontosemiótico, con el cual se determinan configuraciones de objetos primarios y procesos cognitivos en estas prácticas personales.  (Resultados)  Se logran identificar conflictos semióticos en dichas prácticas, particularmente, disparidades entre significados personales de conjetura y el significado pretendido desde la institución matemática, hecho que pone en evidencia, a través de indicadores empíricos, el valor epistémico otorgado por los estudiantes a las proposiciones emergentes de sus prácticas argumentativas. Esto obstaculiza la posibilidad de dudar sobre el alcance general de sus afirmaciones y la necesidad de plantear otro tipo de argumentación, tal como se pretende desde la institución matemática.  (Conclusiones)  Esta investigación revela la importancia de desvelar la complejidad ontosemiótica de las prácticas personales relacionadas con la formulación y validación de conjeturas y de poner al descubierto los conflictos semióticos cognitivos vinculados a dichos significados personales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This paper discusses an investigation of the meaning of &#8220;conjecture&#8221; for secondary school students, and disparities between personal meanings and those acquired in a mathematical institution.  (Methodology)  The methodology used is qualitative . A case study was carried out to improve understanding of the personal meanings of conjecture to students in the initial years of secondary education in the city of Río Cuarto, Argentina (15-16 years old). The responses of a group of students to assignments including three problems that involve the creation, contrasting, reformulation and/or validation of conjectures were analyzed, including interviews with the students. These analyses were carried out using tools from the ontosemiotic approach, determining configurations of primary objects and cognitive processes in the students&#8217; personal practices.  (Results)  It was possible to identify semiotic conflicts in these practices, particularly disparities between personal meanings of the concept of conjecture and the meaning intended to be imparted by the mathematical institution, providing empirical indicators of the epistemic value given by students to emerging propositions in their argumentation. This made it less like ly that students would learn to doubt the scope of their initial statements and recognize the need to propose another type of argument, as was intended by the mathematical institution.  (Conclusions)  The results of this investigation showed the importance of revealing the ontosemiotic complexity of personal practices related to the formulation and validation of conjectures, and revealing the cognitive semiotic conflicts linked to personal meanings.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Este trabalho tem como objetivo investigar os significados de conjectura em alunos do ensino médio, revelando algumas disparidades entre esses significa dos pessoais e os adquiridos na instituição matemática.  (Metodologia)  A metodologia utilizada é qualitativa. Realiza-se um estudo de caso, a fim de aprofundar os significados pessoais da conjectura em alunos do ciclo orientado de escolas secundárias da cidade de Río Cuarto, Argentina (15-16 anos). Para isso, são analisados os sistemas de práticas que um grupo de alunos põe em funcionamento perante três problemas que envolvem a elaboração, a contraposição, a reformulação ou a validação de conjecturas, incluindo entrevistas realizadas com eles próprios. Essas análises são realizadas por meio de ferramentas da abordagem ontossemiótica, com as quais são determinadas configurações de objetos primários e processos cognitivos nessas práticas pessoais.  (Resultados)  É possível identificar conflitos semióticos nessas práticas, particularmente, disparidades entre os significados pessoais da conjectura e o significado pretendido da instituição matemática, fato que mostra, por meio de indicadores empíricos, o valor epistêmico atribuído pelos alunos às proposições emergentes de suas práticas argumentativas. Isso dificulta a possibilidade de duvidar do alcance geral de suas afirmações e a necessidade de propor outro tipo de argumento, como pretende a instituição matemática.  (Conclusões)  Esta investigação revela a importância de revelar a complexidade ontossemiótica das práticas pessoais relacionadas com a formulação e validação de conjecturas e de expor os conflitos semióticos cognitivos ligados a esses significados pessoais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[conjeturas]]></kwd>
<kwd lng="es"><![CDATA[prácticas argumentativas]]></kwd>
<kwd lng="es"><![CDATA[enfoque ontosemiótico]]></kwd>
<kwd lng="es"><![CDATA[significados personales]]></kwd>
<kwd lng="es"><![CDATA[conflictos semióticos]]></kwd>
<kwd lng="es"><![CDATA[valor epistémico]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[conjectures]]></kwd>
<kwd lng="en"><![CDATA[argumentative practices]]></kwd>
<kwd lng="en"><![CDATA[ontosemiotic approach]]></kwd>
<kwd lng="en"><![CDATA[personal meanings]]></kwd>
<kwd lng="en"><![CDATA[semiotic conflicts]]></kwd>
<kwd lng="en"><![CDATA[epistemic value]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[conjecturas]]></kwd>
<kwd lng="pt"><![CDATA[práticas argumentativas]]></kwd>
<kwd lng="pt"><![CDATA[abordagem ontossemiótica]]></kwd>
<kwd lng="pt"><![CDATA[significados pessoais]]></kwd>
<kwd lng="pt"><![CDATA[conflitos semióticos]]></kwd>
<kwd lng="pt"><![CDATA[valor epistêmico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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