<?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>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592019000100115</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v10.n22.2019.7693</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[IMPLEMENTACIÓN DE UN MODELO DE JUEGO INTERACTIVO PARA APRENDER MATEMÁTICAS]]></article-title>
<article-title xml:lang="en"><![CDATA[Implementation Of an Interactive Model for Learning Mathematics Through Games]]></article-title>
<article-title xml:lang="fr"><![CDATA[Mise en OEuvre D&#8217;un Modèle Interactif Visant à Apprendre les Mathématiques par le Jeu]]></article-title>
<article-title xml:lang="pt"><![CDATA[Implementação de um Modelo de Jogo Interativo para Aprender Matemáticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz]]></surname>
<given-names><![CDATA[Angélica María Rodríguez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz]]></surname>
<given-names><![CDATA[Claudia Patricia Marín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>22</numero>
<fpage>115</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592019000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592019000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592019000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una síntesis de los resultados de una investigación, en la cual se creó e implementó un diseño de prototipo rápido funcional, a partir del método Bridging Design Prototype [BDP], propuesto por Gómez y Tamblyn. El BDP de un modelo de interacción para aprender las tablas de multiplicar a través del juego fue implementado en un aula de segundo grado de básica primaria, tanto por estudiantes como por los profesores, en actividades dentro de clase. El propósito se centró en estudiar cómo este prototipo potencia el desarrollo de habilidades de pensamiento matemático mientras aprenden las tablas jugando. El método usado en la investigación fue la etnografía rápida, por permitir la observación participante en la enseñanza de las matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract A synthesis of the results of a research project are presented. In such study, a fast and functional prototype was designed and implemented on the basis of the Bridging Design Prototype [BDP] approach proposed by Gómez and Tamblyn. The BDP of an interactive model for learning the multiplication tables was incorporated into a second-grade group of primary school by carrying out activities involving both students and teachers inside the classroom. The study focused on analyzing how this prototype strengthens the development of mathematical thinking skills in children while they learn the tables through games. Rapid ethnography was the research method utilized in the study given that it allows for participant observation in mathematics instruction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé On présente une synthèse des résultats d&#8217;une étude dans laquelle un prototype rapide et fonctionnel a été dessiné et implémenté à partir de la méthode Bridging Design Prototype [BDP] proposée par Gómez et Tamblyn. Le BDP d&#8217;un modèle interactif visant à l&#8217;apprentissage des tables de multiplication par le jeu a été mis en oeuvre dans un groupe de deuxième année de l&#8217;enseignement primaire. La mise en oeuvre s&#8217;est effectuée par des activités en classe avec des élèves et des professeurs. L&#8217;étude a porté sur l&#8217;analyse de ce prototype et son renforcement du développement de la pensée mathématique alors que les enfants apprennent les tables en jouant. L&#8217;ethnographie rapide a été la méthode de recherche utilisée étant donné qu&#8217;elle permet l&#8217;observation participante dans l&#8217;enseignement des mathématiques.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresenta-se uma síntese dos resultados de uma pesquisa, na qual se crio e implementou um desenho de um protótipo rápido funcional, a partir do método Bridging Design Prototype [BDP], proposto por Gómez e Tamblyn. O BDP de um modelo de interação foi implementado em uma sala de segundo grau de básica primaria, tanto por estudantes como pôr os professores em atividades dentro da aula. O propósito se centrou em estudar como este protótipo potência o desenvolvimento de habilidades de pensamento matemático enquanto aprendem as tabelas de multiplicação jogando. O método usado na pesquisa foi a etnografia rápida, por permitir a observação participante no ensino das matemáticas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[modelo de interacción]]></kwd>
<kwd lng="es"><![CDATA[procesos cognitivos]]></kwd>
<kwd lng="es"><![CDATA[Bridging Design Prototype]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="en"><![CDATA[didactics]]></kwd>
<kwd lng="en"><![CDATA[interactive model]]></kwd>
<kwd lng="en"><![CDATA[cognitive processes]]></kwd>
<kwd lng="en"><![CDATA[Bridging Design Prototype]]></kwd>
<kwd lng="en"><![CDATA[mathematics instruction]]></kwd>
<kwd lng="fr"><![CDATA[didactique]]></kwd>
<kwd lng="fr"><![CDATA[modèle interactif]]></kwd>
<kwd lng="fr"><![CDATA[processus cognitifs]]></kwd>
<kwd lng="fr"><![CDATA[Bridging Design Prototype]]></kwd>
<kwd lng="fr"><![CDATA[l&#8217;enseignement des mathématiques]]></kwd>
<kwd lng="pt"><![CDATA[didática]]></kwd>
<kwd lng="pt"><![CDATA[modelo de interação]]></kwd>
<kwd lng="pt"><![CDATA[processos cognitivos,Bridging Design Prototype]]></kwd>
<kwd lng="pt"><![CDATA[ensino das matemáticas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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