<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322022000100036</article-id>
<article-id pub-id-type="doi">10.22458/ie.v24i36.3894</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La técnica de seguimiento ocular y el estudio de modelos tácitos mediante criterios subjetivos y conductuales]]></article-title>
<article-title xml:lang="en"><![CDATA[The eye-tracking technique and the study of tacit models using subjective and behavioral criterio]]></article-title>
<article-title xml:lang="pt"><![CDATA[A técnica de rastreamento ocular e o estudo de modelos tácitos usando critérios subjetivos e comportamentais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Chang]]></surname>
<given-names><![CDATA[Tamara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arredondo]]></surname>
<given-names><![CDATA[Elizabeth-H]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Austral de Chile Universidad de Los Lagos Osorno, Chile ]]></institution>
<addr-line><![CDATA[Valdivia ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[Osorno ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>36</numero>
<fpage>36</fpage>
<lpage>55</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322022000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322022000100036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322022000100036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo se presentan los resultados de una investigación de enfoque mixto, donde se examina el movimiento ocular del estudiantado de pregrado de la Universidad Austral de Chile, mientras se resuelve un cuestionario donde aparecen modelos tácitos, relacionados con el infinito matemático, con el objetivo de determinar posibles correlaciones entre los parámetros de la actividad ocular y el nivel de dificultad de cada uno de estos modelos. Las categorías del nivel de dificultad se establecieron con base en dos tipos de criterios: uno subjetivo, mediante una evaluación realizada por los sujetos y uno conductual, relacionado con la obtención de la solución correcta. Se identificaron las correlaciones de estos criterios con los parámetros de actividad ocular, que se consideraron indicadores de esfuerzo mental. El análisis de los datos obtenidos permitió observar discrepancias en la categorización de los modelos tácitos, con base en criterios subjetivos y conductuales. Hubo una correlación negativa de los parámetros del movimiento ocular con las opiniones de los estudiantes, sobre el nivel de dificultad de las preguntas, mientras que se notó una fuerte correlación positiva y significativa entre la presencia de estos modelos y el nivel de dificultad, determinado por el porcentaje de respuestas correctas. A su vez, el porcentaje de respuestas correctas tuvo una fuerte correlación positiva y significativa con la mayoría de los parámetros de la actividad ocular. A partir de estos resultados, se concluye que, estos parámetros pueden tomarse como un índice del nivel de dificultad de los modelos tácitos presentes en una actividad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the results of a mixed-approach research study, where the eye movement of the undergraduate students of the Austral University of Chile is examined while solving a questionnaire where tacit models appear, related to mathematical infinity, to determine possible correlations between the ocular activity parameters and the level of difficulty of each of these models. The categories of the level of difficulty were established based on two types of criteria: a subjective one, through an evaluation, carried out by the subjects, and a behavioral one, related to obtaining the correct solution. The correlations of these criteria with the ocular activity parameters were identified and considered indicators of mental effort. The analysis of the data obtained allowed us to observe discrepancies in the categorization of the tacit models based on subjective and behavioral criteria. There was a negative correlation of the eye movement parameters with students' opinionabout question difficulty levels. In contrast, a strong positive and significant correlation was noted between the presence of these models and the level of difficulty, determined by the percentage of correct answers. In turn, the percentage of correct answers had a strong positive and significant correlation with most of the ocular activity parameters. These results conclude that these parameters can be used to index this activity's tacit model's difficulty level.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo apresenta os resultados de uma pesquisa de abordagem mista, onde foi examinado o movimento ocular do aluno de graduação da Universidade Austral do Chile, enquanto se responde um questionário onde aparecem modelos tácitos, relacionados ao infinito matemático, visando determinar possíveis correlações entre os parâmetros de atividade ocular e o nível de dificuldade de cada um desses modelos. As categorias do grau de dificuldade foram determinadas a partir de duas categorias de critérios: uma subjetiva, através de uma avaliação realizada pelos sujeitos, e uma comportamental, relacionada à obtenção da solução correta. Foram identificadas as correlações desses critérios com os parâmetros de atividade ocular, considerados indicadores de esforço mental. A análise dos dados obtidos permitiu observar discrepâncias na categorização dos modelos tácitos, com base em critérios subjetivos e comportamentais. Houve correlação negativa dos parâmetros de movimento ocular com as opiniões dos alunos, sobre o nível de dificuldade das questões, enquanto uma forte correlação positiva e significativa foi observada entre a presença desses modelos e o nível de dificuldade, determinado pela porcentagem de respostas corretas. No que concerne, a porcentagem de respostas corretas houve uma forte correlação positiva e significativa com a maioria dos parâmetros da atividade ocular. Segundo os resultados, conclui-se que esses parâmetros podem ser tomados como um índice do nível de dificuldade dos modelos tácitos existentes em uma atividade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Modelos tácitos]]></kwd>
<kwd lng="es"><![CDATA[seguimiento ocular]]></kwd>
<kwd lng="es"><![CDATA[neuro-psicología]]></kwd>
<kwd lng="es"><![CDATA[proceso cognitivo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas.]]></kwd>
<kwd lng="en"><![CDATA[Tacit models]]></kwd>
<kwd lng="en"><![CDATA[eye tracking]]></kwd>
<kwd lng="en"><![CDATA[neuropsychology]]></kwd>
<kwd lng="en"><![CDATA[cognitive process]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[mathematics teaching]]></kwd>
<kwd lng="pt"><![CDATA[modelos tácitos]]></kwd>
<kwd lng="pt"><![CDATA[rastreamento ocular]]></kwd>
<kwd lng="pt"><![CDATA[neuropsicologia]]></kwd>
<kwd lng="pt"><![CDATA[processo cognitivo]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
</kwd-group>
</article-meta>
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