<?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>S2215-34702021000100152</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-1.10</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sentido estructural de los estudiantes de primer curso universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Structural sense of first-year university students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Noção estrutural dos estudantes do primeiro curso universitário]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolaños-Barquero]]></surname>
<given-names><![CDATA[Marianella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álex]]></surname>
<given-names><![CDATA[Isidoro Segovia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[ Granada]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Escuela de Matemática ]]></institution>
<addr-line><![CDATA[ Heredia]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>152</fpage>
<lpage>168</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000100152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000100152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000100152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo tiene como propósito hacer un análisis desde el sentido estructural, de las respuestas de los estudiantes de primer ingreso universitario, a las preguntas en las que se solicita directamente la factorización, o requieren de alguna factorización para proseguir con el ejercicio y que fueron planteadas en la primera prueba de un curso de matemática introductoria a nivel universitario. La investigación es cualitativa con carácter descriptivo y exploratorio, su diseño corresponde a un análisis de contenido. Se realizó en 2019 y la muestra fueron estudiantes de primer ingreso, de dos de los grupos que componen la cátedra del curso matemática general de la Universidad Nacional (UNA) en Costa Rica. Los resultados muestran que los estudiantes pueden reconocer una estructura familiar en su forma más simple, en expresiones que involucran factor común, no así cuando deben elegir manipulaciones apropiadas para hacer el mejor uso de una estructura, en expresiones que involucran dos o más métodos diferentes de factorización. Se concluye que la falta de sentido estructural es lo que genera errores en los procedimientos de factorización, lo que hace suponer que la formación de los estudiantes es insuficiente, al tiempo que genera alerta, ya que es un conocimiento previo fundamental para el avance exitoso en contenidos posteriores como las operaciones con fracciones algebraicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aimed to analyze, from a structural sense, the answers given by newly admitted university students to questions, in which either direct factorization or some type of factorization was required to continue with the exercise as part of the first test of an introductory college math course. This qualitative research had a descriptive and exploratory approach with a content analysis design. The study was conducted in 2019 and the sample included first-year university students from two groups from the General Mathematics courses at Universidad Nacional (UNA), Costa Rica. Results show that students can recognize a familiar structure in its simplest form in expressions that involve a common factor, but not when they have to choose appropriate manipulations to make the best use of a structure in expressions involving two or more different methods of factoring. It is concluded that their lack of structural sense is what generates errors in the factorization procedures. This suggests that student training is insufficient, which generates an alert since it is prior knowledge that is fundamental to successfully advance in later contents such as operations with algebraic fractions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho tem como objetivo fazer uma análise a partir da noção estrutural das respostas dos estudantes universitários do primeiro ano às preguntas que pedem diretamente a fatoração ou requerem alguma fatoração para seguir com o exercício, e que foram apresentadas na primeira prova de um curso de matemática introdutória de nível universitário. A pesquisa é qualitativa descritiva e exploratória, e seu desenho corresponde a uma análise de conteúdo. Foi realizada em 2019 e a amostra correspondeu a estudantes do primeiro ano, de dois dos grupos que constituem a cadeira do curso matemática geral da Universidade Nacional (UNA) na Costa Rica. Os resultados mostram que os estudantes podem reconhecer uma estrutura familiar em sua formação mais simples, em expressões envolvendo fator comum, não sendo o caso de quando devem escolher manipulações apropriadas para fazer o melhor uso de uma estrutura em expressões que contenham dois ou mais métodos diferentes de fatoração. Conclui-se que a falta de noção estrutural é o que causa erros nos processos de fatoração, levando a supor que a formação dos estudantes é insuficiente, o que gera um alerta, já que é um conhecimento prévio fundamental para o avanço bem-sucedido nos conteúdos posteriores como as operações com frações algébricas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[sentido estructural]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[estudiantes primer ingreso universitario]]></kwd>
<kwd lng="es"><![CDATA[matemática general]]></kwd>
<kwd lng="es"><![CDATA[matemáticas universitarias]]></kwd>
<kwd lng="es"><![CDATA[álgebra]]></kwd>
<kwd lng="es"><![CDATA[factorización]]></kwd>
<kwd lng="es"><![CDATA[expresiones algebraicas]]></kwd>
<kwd lng="en"><![CDATA[structural sense]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[first-year college students]]></kwd>
<kwd lng="en"><![CDATA[general mathematics]]></kwd>
<kwd lng="en"><![CDATA[college mathematics]]></kwd>
<kwd lng="en"><![CDATA[algebra]]></kwd>
<kwd lng="en"><![CDATA[factoring]]></kwd>
<kwd lng="en"><![CDATA[algebraic expressions]]></kwd>
<kwd lng="pt"><![CDATA[noção estrutural]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários do primeiro ano]]></kwd>
<kwd lng="pt"><![CDATA[matemática geral]]></kwd>
<kwd lng="pt"><![CDATA[matemática universitária]]></kwd>
<kwd lng="pt"><![CDATA[álgebra]]></kwd>
<kwd lng="pt"><![CDATA[fatoração]]></kwd>
<kwd lng="pt"><![CDATA[expressões algébricas]]></kwd>
</kwd-group>
</article-meta>
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