<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932023000100209</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v28e2023a8483</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Lectura e interpretación de gráficos estadísticos en estudiantes de pregrado en una universidad Mexicana]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading and interpretation of statistical graphs in undergraduate students at a Mexican university]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sosa]]></surname>
<given-names><![CDATA[Jesús Enrique Pinto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ché]]></surname>
<given-names><![CDATA[Armando Josué Marín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad Autónoma de Yucatán Facultad de Educación ]]></institution>
<addr-line><![CDATA[Mérida Yucatán]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932023000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932023000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932023000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo presenta los niveles de lectura e interpretación de gráficos estadísticos como parte de la alfabetización estadística en estudiantes universitarios. El objetivo principal fue realizar un diagnóstico acerca de la interpretación de información presentada mediante gráficos estadísticos en los medios de comunicación. El estudio, de corte cuantitativo y alcance descriptivo, se llevó a cabo a través de un muestreo por conglomerados de 362 estudiantes, provenientes de 14 programas de pregrado en una universidad pública, quienes resolvieron el &#8220;Cuestionario sobre lectura e interpretación de datos a través de gráficos estadísticos&#8221;, una prueba de ejecución máxima con 18 ítems que medían comprensión gráfica. Los resultados muestran que los estudiantes no están desarrollando habilidades de interpretación de datos en gráficos estadísticos y reconocen necesidades en la lectura e interpretación de la información presentada de esta forma. No se encontró diferencias respecto a la lectura de gráficos entre las carreras que incluyen algunos temas de estadística en sus programas educativos y las que no. Las conclusiones señalan debilidades en una parte medular de la alfabetización estadística en la interpretación de gráficos estadísticos presentes en los medios de comunicación, lo que sustenta la necesidad de realizar una revisión más profunda y detallada de las orientaciones curriculares y didácticas en las asignaturas de estadística, así como realizar propuestas de un marco curricular común en lo que respecta a la alfabetización estadística en la universidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article presents the levels of reading and interpretation of statistical graphs as part of statistical literacy in university students. The main objective was to make a diagnosis about the interpretation of information presented through statistical graphics in the media. The study, of a quantitative nature and a descriptive scope, was carried out through a cluster sampling of 362 students, from 14 undergraduate programs at a public university, who answered the &#8220;Questionnaire on reading and interpreting data through statistical graphics&#8221;, a maximum performance test with 18 items that measured graphic comprehension. The results show that students are not developing data interpretation skills in statistical graphs and recognize needs in reading and interpreting information presented in this way. It was not found that there are differences regarding the reading of graphs between the careers that include some statistical topics in their educational programs and those that do not. The conclusions point out weaknesses in a core part of statistical literacy in the interpretation of statistical graphs present in the media, which supports the need to carry out a deeper and more detailed review of the curricular and didactic orientations in the subjects of statistics, as well as making proposals for a common curricular framework regarding statistical literacy in the university.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Estadística]]></kwd>
<kwd lng="es"><![CDATA[Gráficos]]></kwd>
<kwd lng="es"><![CDATA[Datos estadísticos.]]></kwd>
<kwd lng="es"><![CDATA[Comprensión gráfica]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Statistics]]></kwd>
<kwd lng="en"><![CDATA[Graphics]]></kwd>
<kwd lng="en"><![CDATA[Statistical data]]></kwd>
<kwd lng="en"><![CDATA[Graphic comprehension]]></kwd>
</kwd-group>
</article-meta>
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