<?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>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442021000100061</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Lectura de un diagrama de puntos por estudiantes chilenos de educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading a dot plot by Chilean primary education students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Levicoy]]></surname>
<given-names><![CDATA[Danilo]]></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[Arteaga]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Begué]]></surname>
<given-names><![CDATA[Nuria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Zaragoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>78</numero>
<fpage>61</fpage>
<lpage>67</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442021000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442021000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442021000100061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del trabajo fue describir el logro y nivel de lectura que alcanzan los estudiantes chilenos de 6º y 7º curso de Educación Primaria al trabajar con un diagrama de puntos. Para lograrlo se analiza si están de acuerdo con una afirmación basada en uno de estos diagramas y la justificación aportada, por un grupo de 745 estudiantes chilenos. Los resultados muestran que la mayoría de los estudiantes identifican correctamente la verdad de la afirmación (59,5%), mientras que sus argumentos para justificarlo se encuadran en un nivel 0 de lectura (47,1%), ya que no abordan la actividad, no son capaces de realizar una lectura literal del gráfico o no utilizan los datos para responder la pregunta. En ambas partes de la tarea, los estudiantes de 6º curso presentan niveles de logro superiores a los de 7º, debido en estos últimos a efecto del olvido. Los resultados muestran que esta actividad presenta dificultades para los estudiantes, por lo que es necesario reforzar su trabajo en el aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this work was to describe the achievement and reading level achieved by 6th and 7th grade of Chilean Primary Education students when working with a dot plot. To achieve this goal, we analyze if they agree with an affirmation based on a dot plot and the justification of the response, by a group of 745 Chilean students. The results show that the majority of students correctly identify the truth of the statement (59.5%), while their arguments fall within a level 0 (47.1%), since they do not address the activity, are unable to make a literal reading of the graph or do not use the data in their justification. In both parts of the task, the 6th grade students have higher achievement than the 7th grade students. The results show this activity presents difficulties for students, so it is necessary to reinforce their work in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Diagrama de puntos]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="en"><![CDATA[Dot plot]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
</kwd-group>
</article-meta>
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