<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582026000100118</article-id>
<article-id pub-id-type="doi">10.15359/ree.30-1.20123</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Transposición didáctica como campo en la transición aritmética-álgebra: Una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactic transposition as a field in the arithmetic-algebra transition: A systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Transposição didática como um campo na transição aritmético-álgebra: uma revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Fajardo]]></surname>
<given-names><![CDATA[Victoria Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burbano-González]]></surname>
<given-names><![CDATA[Diana Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Santiago de Cali Grupo de Investigación CIEDUS ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Santiago de Cali Grupo de Investigación CIEDUS ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>30</volume>
<numero>1</numero>
<fpage>118</fpage>
<lpage>140</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582026000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582026000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582026000100118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Analizar la producción académica relacionada con la transición de la aritmética al álgebra en instituciones de básica y media desde el enfoque de la transposición didáctica.  Metodología.  Para alcanzar este objetivo, se desarrolló un mapeo sistemático de literatura para obtener un panorama estructurado de la producción académica relacionada con el objeto de estudio, la búsqueda se realizó en Scopus, Web of Science y Science Direct, considerando el periodo 2014-2024. Se aplicaron criterios de inclusión y exclusión, y se emplearon técnicas cualitativas como la codificación y categorización temática. Los documentos fueron sistematizados mediante una Rejilla de Análisis Estructurado (RAE) para su posterior síntesis e interpretación.  Resultados.  Se identificó una diversidad de enfoques pedagógicos y didácticos orientados a facilitar la transición de la aritmética al álgebra desde la transposición didáctica. Sin embargo, se evidenció un vacío significativo en la conceptualización de la transposición didáctica como campo estructurado de relaciones de poder, saber y discurso dentro del ámbito educativo.  Discusión y conclusiones.  Reconocer la transposición didáctica como campo permite comprender cómo los discursos y prácticas docentes configuran las dinámicas educativas en distintos contextos. Este enfoque amplía la comprensión de las transiciones educativas y abre líneas de investigación orientadas al análisis crítico de las prácticas pedagógicas y la formación del personal docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  To analyze the academic production related to the transition from arithmetic to algebra in primary and secondary schools from the perspective of didactic transposition.  Methodology.  To achieve this objective, a systematic literature mapping was developed to obtain a structured overview of the academic production related to the object of study. The search was conducted in Scopus, Web of Science, and ScienceDirect, considering the period 2014-2024. Inclusion and exclusion criteria were applied, and qualitative techniques such as coding and thematic categorization were used. The documents were systematized using a Structured Analysis Grid (SAG) for subsequent synthesis and interpretation.  Results.  A diversity of pedagogical and didactic approaches aimed at facilitating the transition from arithmetic to algebra through didactic transposition was identified. However, a significant gap was evident in the conceptualization of didactic transposition as a structured field of power relations, knowledge, and discourse within the educational sphere.  Discussion and conclusions.  Recognizing didactic transposition as a field allows us to understand how teaching discourses and practices shape educational dynamics in different contexts. This approach broadens our understanding of educational transitions and opens lines of research focused on the critical analysis of pedagogical practices and teacher training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  Analisar a produção acadêmica relacionada à transição da aritmética para a álgebra no ensino fundamental e médio, sob a perspectiva da transposição didática.  Metodologia.  Para atingir esse objetivo, foi desenvolvido um mapeamento sistemático da literatura para obter uma visão estruturada da produção acadêmica relacionada ao objeto de estudo. A busca foi realizada nas bases de dados Scopus, Web of Science e ScienceDirect, considerando o período de 2014 a 2024. Foram aplicados critérios de inclusão e exclusão, e utilizadas técnicas qualitativas como codificação e categorização temática. Os documentos foram sistematizados utilizando uma Grade de Análise Estruturada (GAE) para posterior síntese e interpretação.  Resultados.  Identificou-se uma diversidade de abordagens pedagógicas e didáticas voltadas para facilitar a transição da aritmética para a álgebra por meio da transposição didática. Contudo, evidenciou-se uma lacuna significativa na conceitualização da transposição didática como um campo estruturado de relações de poder, conhecimento e discurso na esfera educacional.  Discussão e conclusões.  Reconhecer a transposição didática como um campo permite compreender como os discursos e práticas de ensino moldam as dinâmicas educacionais em diferentes contextos. Essa abordagem amplia nossa compreensão das transições educacionais e abre linhas de pesquisa focadas na análise crítica das práticas pedagógicas e da formação de professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[enfoque de campo]]></kwd>
<kwd lng="es"><![CDATA[transposición didáctica]]></kwd>
<kwd lng="es"><![CDATA[transición aritmética-álgebra]]></kwd>
<kwd lng="es"><![CDATA[ODS 4]]></kwd>
<kwd lng="es"><![CDATA[educación de calidad]]></kwd>
<kwd lng="es"><![CDATA[proceso educativo]]></kwd>
<kwd lng="en"><![CDATA[Mathematical education]]></kwd>
<kwd lng="en"><![CDATA[field approach]]></kwd>
<kwd lng="en"><![CDATA[didactic transposition]]></kwd>
<kwd lng="en"><![CDATA[arithmetic-algebra transition]]></kwd>
<kwd lng="en"><![CDATA[SDG 4]]></kwd>
<kwd lng="en"><![CDATA[quality education]]></kwd>
<kwd lng="en"><![CDATA[educational process]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[abordagem de campo]]></kwd>
<kwd lng="pt"><![CDATA[transposição didática]]></kwd>
<kwd lng="pt"><![CDATA[transição aritmética-álgebra]]></kwd>
<kwd lng="pt"><![CDATA[ODS 4]]></kwd>
<kwd lng="pt"><![CDATA[educação de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[processo educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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