<?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>S2215-34702026000100016</article-id>
<article-id pub-id-type="doi">10.15359/ru.40-1.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencia de las futuras personas docentes en resolución, creación y razonamiento algebraico de problemas sobre tablas estadísticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Prospective teachers&#8217; competence in solving, posing, and algebraic reasoning of statistical table problems]]></article-title>
<article-title xml:lang="pt"><![CDATA[Competência dos futuros professores na resolução, criação e raciocínio algébrico de problemas em tabelas estatísticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pallauta]]></surname>
<given-names><![CDATA[Jocelyn D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batanero]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivas]]></surname>
<given-names><![CDATA[Mauro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[Osmar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Lagos Departamento de Ciencias Exactas ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada Teoría de la Educación Matemática y Educación Estadística Grupo de investigación FQM-126]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>españa</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Granada Teoría de la Educación Matemática y Educación Estadística Grupo de investigación FQM-126]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>españa</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>españa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2026</year>
</pub-date>
<volume>40</volume>
<numero>1</numero>
<fpage>16</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702026000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702026000100016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702026000100016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  (Objetivo)  La competencia para crear problemas promueve una comprensión profunda de los conceptos matemáticos y desarrolla habilidades de resolución de problemas en el estudiantado. Por ello, es necesario que el profesorado cuente con la competencia de crear y modificar adecuadamente los problemas que utilizan en el proceso de instrucción para ofrecer mejores oportunidades de aprendizaje al estudiantado. El objetivo de este estudio es evaluar el desarrollo de competencias de resolución y creación de problemas sobre tablas estadísticas y de asignación de niveles de razonamiento algebraico.  (Metodología ) En el contexto de una acción formativa, a una muestra de 66 futuras personas docentes de matemáticas se les plantearon dos problemas sobre tablas estadísticas extraídos de libros de texto. Sus respuestas fueron evaluadas utilizando un análisis de contenido.  (Resultados)  Los resultados indican que el profesorado futuro crea y resuelve correctamente problemas sobre tablas estadísticas y usan niveles avanzados de razonamiento algebraico. Sin embargo, se observan limitaciones en la asignación de los niveles de razonamiento algebraico a los problemas modificados o creados, los cuales se centraron, principalmente, en la construcción de diferentes tipos de tablas estadísticas.  (Conclusiones)  Las personas participantes de la acción formativa resolvieron de manera adecuada los problemas, sin embargo, desarrollaron de forma parcial las competencias de creación de problemas y asignación de niveles de razonamiento algebraico basados en tablas estadísticas. Se concluye la necesidad de reforzar el desarrollo de estas competencias en la formación del profesorado, dada su relevancia en su desempeño profesional y el aprendizaje del estudiantado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  (Objective)  The competence to pose problems promotes a deep understanding of mathematical concepts and develops problem-solving skills in students. Therefore, teachers must have the competence to effectively pose and modify the problems they use in the instructional process to offer students better learning opportunities. This study aims to evaluate the development of problem-solving and problem-posing skills on statistical tables and the assignment of algebraic reasoning levels.  (Methodology)  As part of a training exercise, two problems related to statistical tables taken from textbooks were given to a sample of 66 prospective mathematics teachers. Their answers were evaluated through content analysis.  (Results)  Results revealed that prospective teachers correctly posed and solved problems involving statistical tables and demonstrated the use of advanced algebraic reasoning levels. However, limitations were observed in assigning algebraic reasoning levels to modified or self-created problems, particularly those focused on constructing different types of statistical tables.  (Conclusions ) Trainees adequately solved problems; however, they partially developed the competencies of problem-posing and assigning algebraic reasoning levels based on statistical tables. In conclusion, the development of these competencies must be reinforced in teacher training, given the relevance to their professional performance and student learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  (Objetivo)  A competência na resolução de problem romove uma compreensão profunda de conceitos matemáticos e desenvolve habilidades de resolução de problemas nos alunos. Portanto, é necessário que os professores tenham a competência para criar e modificar adequadamente os problemas que usam no processo de ensino para oferecer melhores oportunidades de aprendizagem aos alunos. O objetivo deste estudo é avaliar o desenvolvimento de competências na resolução e na criação de problemas com base em tabelas estatísticas e na atribuição de níveis de raciocínio algébrico.  (Metodologia)  No contexto de uma atividade formativa, uma amostra de 66 futuros professores de matemática foi confrontada com dois problemas baseados em tabelas estatísticas retiradas de livros didáticos. Suas respostas foram avaliadas por meio de análise de conteúdo.  (Resultados)  Os resultados indicam que os futuros professores criam e resolvem corretamente problemas usando tabelas estatísticas e usam níveis avançados de raciocínio algébrico. Entretanto, foram observadas limitações na atribuição de níveis de raciocínio algébrico aos problemas modificados ou criados, que se concentravam principalmente na construção de diferentes tipos de tabelas estatísticas.  (Conclusões)  Os participantes da atividade formativa resolveram os problemas adequadamente; no entanto, desenvolveram apenas parcialmente a competência ne criação de problemas e na atribuição de níveis de raciocínio algébrico com base em tabelas estatísticas. Conclui-se que há necessidade de fortalecer o desenvolvimento dessas competências na formação de professores, dada sua relevância para o desempenho profissional e para a aprendizagem dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creación de problemas]]></kwd>
<kwd lng="es"><![CDATA[niveles de razonamiento algebraico]]></kwd>
<kwd lng="es"><![CDATA[tablas estadísticas]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[conocimiento didáctico-matemático]]></kwd>
<kwd lng="en"><![CDATA[Problem posing]]></kwd>
<kwd lng="en"><![CDATA[algebraic reasoning levels]]></kwd>
<kwd lng="en"><![CDATA[statistical tables]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[didactic-mathematical knowledge]]></kwd>
<kwd lng="pt"><![CDATA[criação de problemas]]></kwd>
<kwd lng="pt"><![CDATA[níveis professores]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento didático-matemático.de raciocínio algébrico]]></kwd>
<kwd lng="pt"><![CDATA[tabelas estatísticas]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento didático-matemático.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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