<?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>S2215-34702026000100057</article-id>
<article-id pub-id-type="doi">10.15359/ru.40-1.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Introducción al pensamiento algebraico en 3 años: identificación del cambio cualitativo y cuantitativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Introduction to Algebraic Thinking in 3 Years: Identification of Qualitative and Quantitative Change]]></article-title>
<article-title xml:lang="pt"><![CDATA[Introdução ao pensamento algébrico em 3 anos: identificando mudanças qualitativas e quantitativas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentes]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cañadas]]></surname>
<given-names><![CDATA[María C.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anglada]]></surname>
<given-names><![CDATA[M. Lourdes]]></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>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada Departamento de Didáctica de la Matemática ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitario María Inmaculada de Antequera Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Antequera ]]></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>57</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702026000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702026000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702026000100057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta indagación se enmarca en un proyecto investigativo más amplio sobre pensamiento algebraico en educación infantil y primaria (www.pensamientoalgebraico.es).  (Objetivo)  El objetivo principal de este trabajo es identificar el cambio que perciben niños de 3 años al resolver tareas de generalización que involucran cambios cualitativos o cuantitativos.  (Metodología)  Diseñamos e implementamos un experimento de enseñanza compuesto por 4 sesiones de trabajo con un grupo de 25 niños de 3 años pertenecientes a un centro público de Granada. Indagamos en la percepción del cambio cualitativo y cuantitativo. El primero involucraba color y tamaño como atributos; el segundo, la función f(n) = n + 1. Nos centramos en la identificación de las relaciones entre las variables y en la forma en que los niños expresaban esta relación a través del cambio que afecta a las variables.  (Resultados)  Los niños identificaron el cambio cualitativo, al expresar que el objeto de color que entraba al cohete cambiaba de color y salía gris; por ejemplo, utilizaron expresiones como &#8220;se le quita el color&#8221;, &#8220;sale negro&#8221; o &#8220;sale gris&#8221;. Para el cambio cuantitativo, indicaron que el helado que ingresaba siempre salía con una bola más de las que ingresaban en la máquina, usando frases como &#8220;sale más grande&#8221;, &#8220;sale más alto&#8221; o &#8220;salen muchas&#8221;.  (Conclusiones)  Concluimos, con las expresiones dadas por los infantes, que identificaron el cambio-color, cambio-tamaño y cambio-aumento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study is part of a broader research project on algebraic thinking in early childhood and elementary education (www.pensamientoalgebraico.en).  (Objective)  The objective of this work is to identify the change perceived by 3-year-old children when solving generalization tasks that involve qualitative or quantitative changes.  (Methodology)  A teaching experiment consisting of 4 work sessions with a group of 25 3-year-old children from a public school in Granada was designed and implemented. The perception of qualitative and quantitative change was investigated. The first session involved color and size as attributes; the second session included the function f(n)=n+1. The focus was on identifying relationships between variables and on the way children expressed these relationships through the changes that affect these variables.  (Results ) The children identified the qualitative change by saying that the colored object that entered the rocket changed color and came out gray, for example, they used expressions such as &#8220;the color is gone,&#8221; &#8220;it comes out black,&#8221; or &#8220;it comes out gray.&#8221; In the case of quantitative change, they indicated that the ice cream that was inserted always came out with one more scoop than those that entered the machine, using statements such as &#8220;it comes out bigger,&#8221; &#8220;it comes out higher,&#8221; or &#8220;many come out.&#8221;  (Conclusion ) Based on the statements given by the children, it can be concluded that they identified the changes in color, size and increase.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa faz parte de um projeto investigativo mais amplo sobre o pensamento algébrico na educação infantil e no ensino fundamental (www.pensamientoalgebraico.es).  (Objetivo)  O principal objetivo deste trabalho é identificar a mudança percebida por crianças de 3 anos de idade ao resolver tarefas de generalização que envolvem mudanças qualitativas ou quantitativas.  (Metodologia)  Projetamos e implementamos um experimento de ensino que consistiu em 4 sessões de trabalho com um grupo de 25 crianças de 3 anos de idade de uma escola pública de Granada. Analisamos a percepção de mudanças qualitativas e quantitativas. A primeira envolvia cor e tamanho como atributos; a segunda, a função f(n) = n + 1. Nosso foco foi identificar as relações entre as variáveis e como as crianças expressavam essa relação por meio da mudança que afeta as variáveis.  (Resultados)  As crianças identificaram a mudança qualitativa expressando que o objeto colorido que entrava no foguete mudava de cor e saía cinza; por exemplo, elas usaram expressões como &#8220;a cor sumiu&#8221;, &#8220;sai preto&#8221; ou &#8220;sai cinza&#8221;. Com relação à mudança quantitativa, elas indicaram que o sorvete que entrava sempre saía com uma bola a mais do que as que entravam na máquina, usando frases como &#8220;sai maior&#8221;, &#8220;sai mais alto&#8221; ou &#8220;saem muitas&#8221;.  (Conclusões)  Concluímos, com as expressões dadas pelas crianças, que elas identificaram mudança-cor, mudança-tamanho e mudança-aumento.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cambio cualitativo]]></kwd>
<kwd lng="es"><![CDATA[cambio cuantitativo]]></kwd>
<kwd lng="es"><![CDATA[early algebra]]></kwd>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[pensamiento funcional]]></kwd>
<kwd lng="en"><![CDATA[Early algebra]]></kwd>
<kwd lng="en"><![CDATA[functional thinking]]></kwd>
<kwd lng="en"><![CDATA[kindergarten]]></kwd>
<kwd lng="en"><![CDATA[qualitative change]]></kwd>
<kwd lng="en"><![CDATA[quantitative change]]></kwd>
<kwd lng="pt"><![CDATA[mudança qualitativa]]></kwd>
<kwd lng="pt"><![CDATA[mud pensamento funcional.ança quantitativa]]></kwd>
<kwd lng="pt"><![CDATA[álgebra inicial]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[pensamento funcional.]]></kwd>
</kwd-group>
</article-meta>
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