<?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>S2215-34702025000100361</article-id>
<article-id pub-id-type="doi">10.15359/ru.39-1.20.</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transnumeración y argumentación estadística en el profesorado en formación y en activo de educación básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Transnumeration and statistical argumentation in pre-service and in-service primary education teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Transnumeração e argumentação estatística em professores em formação e em serviço de educação básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Alveal]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Izagirre]]></surname>
<given-names><![CDATA[Ane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío Facultad de Educación y Humanidades Departamento Ciencias de la Educación]]></institution>
<addr-line><![CDATA[Chillán ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU) Facultad de Educación, Filosofía y Antropología Departamento de Didáctica de la Matemática, Ciencias Experimentales y Sociales]]></institution>
<addr-line><![CDATA[Donostia-San Sebastián ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<fpage>361</fpage>
<lpage>381</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702025000100361&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702025000100361&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702025000100361&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  En este estudio se evalúan los procesos de construcción y argumentación de tablas y gráficos que entrega el profesorado en formación y en activo.  (Metodología)  Para tal efecto se hizo uso de un enfoque mixto, con un predominio cuantitativo inferencial. Como técnica para obtener la información, se aplicó un instrumento con preguntas abiertas relacionadas con la construcción y justificación de representaciones gráficas asociadas a variables de naturaleza cualitativa y cuantitativa discreta. Este fue aplicado a una muestra no probabilística de 102 participantes, de los cuales 71 corresponden a docentes en formación de educación primaria y 31 en activo de enseñanza primaria del centro-sur de Chile.  (Resultados)  En general, ambos estamentos resumen correctamente la distribución acorde a la naturaleza de los datos; no obstante, cometen errores en su construcción como la rotulación de los ejes acordes al contexto del problema. Asimismo, las argumentaciones acerca de la elección de la representación gráfica se alejan de la teoría.  (Conclusiones)  En conclusión, el profesorado en formación y en activo de enseñanza primaria, no ha desarrollado habilidades como la argumentación y transnumeración propias de la alfabetización y pensamiento estadístico que posibiliten un desempeño adecuado en el sistema escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  This study evaluates the processes of construction and argumentation of tables and graphs submitted by pre-service and in-service teachers.  (Methodology) For this purpose, a mixed approach was used, predominantly focused on a quantitative inferential analysis. Information was obtained using an instrument with open questions related to the construction and justification of graphic representations associated with qualitative and quantitative discrete variables. The instrument was administered to a non-probabilistic sample of 102 subjects, of which 7 corresponded to pre-service primary education teachers and 31 to in-service primary education teachers in south-central Chile.  (Results)  In general, both groups correctly summarize the distribution according to the nature of the data; however, they make mistakes in their construction, such as labeling the axes according to the context of the problem. In addition, the arguments about the choice of graphical representation deviate from the theory.  (Conclusions)  Pre-service and in-service primary school teachers have not developed skills such as argumentation and transnumeration, which are characteristic of the statistical literacy and reasoning that would help them perform adequately in the school system.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  Este estudo avalia os processos de construção e argumentação de tabelas e gráficos fornecidos por professores em formação e em serviço.  (Metodologia)  Para esse fim, foi utilizada uma abordagem mista, com predominância quantitativa inferencial. Como técnica para obter as informações, foi aplicado um instrumento com perguntas abertas relacionadas à construção e à justificativa de representações gráficas associadas a variáveis de natureza qualitativa e quantitativa discreta. Isso foi aplicado a uma amostra não probabilística de 102 participantes, dos quais 71 eram professores em formação de escolas primárias e 31 professores em serviço do ensino fundamental do centro-sul do Chile.  (Resultados)  Em geral, ambos os grupos resumem corretamente a distribuição de acordo com a natureza dos dados; no entanto, cometem erros em sua construção, como a rotulação dos eixos de acordo com o contexto do problema. Da mesma forma, os argumentos sobre a escolha da representação gráfica estão longe da teoria.  (Conclusões)  Concluindo, os professores em formação e em serviço do ensino fundamental não desenvolveram habilidades como argumentação e transnumeração, típicas do letramento e do pensamento estatístico, o que lhes permitiria ter um desempenho adequado no sistema escolar.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[transnumeración]]></kwd>
<kwd lng="es"><![CDATA[argumentación estadística]]></kwd>
<kwd lng="es"><![CDATA[profesorado en formación]]></kwd>
<kwd lng="es"><![CDATA[profesorado en activo]]></kwd>
<kwd lng="es"><![CDATA[gráficos estadísticos]]></kwd>
<kwd lng="en"><![CDATA[Transnumeration]]></kwd>
<kwd lng="en"><![CDATA[statistical argumentation]]></kwd>
<kwd lng="en"><![CDATA[pre-service teachers]]></kwd>
<kwd lng="en"><![CDATA[in-service teachers]]></kwd>
<kwd lng="en"><![CDATA[statistical graphs]]></kwd>
<kwd lng="pt"><![CDATA[transnumeração]]></kwd>
<kwd lng="pt"><![CDATA[argumentação estatística]]></kwd>
<kwd lng="pt"><![CDATA[professores em formação]]></kwd>
<kwd lng="pt"><![CDATA[professores em serviço]]></kwd>
<kwd lng="pt"><![CDATA[gráficos estatísticos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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