<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602019000600131</article-id>
<article-id pub-id-type="doi">10.1590/01014-4060.69046</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A interpretação dos resultados: um elemento de significado para inferência estatística]]></article-title>
<article-title xml:lang="en"><![CDATA[The interpretation of results: an element of meaning for statistical inference]]></article-title>
<article-title xml:lang="es"><![CDATA[La interpretación de los resultados: un elemento de significado para la inferencia estadística]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[Osmar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Nacional de Quilmes  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>78</numero>
<fpage>131</fpage>
<lpage>152</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602019000600131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602019000600131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602019000600131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Em dois problemas de resposta aberta, onde um teste de hipótese e uma análise de variância elementar são modelados, analisamos as respostas de (N = 224) estudantes de psicologia da Universidade de Huelva, Espanha, em relação ao significado alcançado pelos alunos na interpretação dos resultados. Uma vez resolvidos, eles foram solicitados a interpretar os resultados em termos do problema. Utilizamos a abordagem ontosemiótica da cognição matemática como referencial teórico. Como parte do referencial, consideramos os objetos matemáticos, os processos envolvidos e os resultados, a fim de descobrir conflitos semióticos que levam a respostas institucionalmente inadequadas. Apresentamos uma classificação detalhada dos conflitos semióticos que emergem da análise das tarefas realizadas pelos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In a hypothesis test and analysis of variance open-ended problem, we analyzed the answers given by (N = 224) psychology students from the University of Huelva, Spain in relation to the meaning reached by the students in the interpretation for both results. After solving the problems, they were asked to interpret the results in terms of the problem. We use the onto-semiotic approach to mathematical cognition as a theoretical framework. As part of this framework, we consider the mathematical objects, the processes involved and the results, with the aim of discovering semiotic conflicts that lead to institutionally inadequate responses. We present a detailed classification of the semiotic conflicts that emerge from the analysis of these tasks carried out by the students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En dos problemas de respuesta abierta, donde se modela una prueba de hipótesis y un análisis de varianza elemental, analizamos las respuestas de (N=224) estudiantes de psicología de la Universidad de Huelva, España, en relación con el significado alcanzado por los estudiantes en la interpretación de los resultados. Una vez resueltos, se les pidió interpretar los resultados en términos del problema. Usamos como marco teórico el enfoque onto-semiótico de la cognición matemática. Como parte del marco, consideramos los objetos matemáticos, los procesos involucrados y los resultados con el objetivo de descubrir conflictos semióticos que conducen a respuestas institucionalmente inadecuadas. Presentamos una clasificación detallada de los conflictos semióticos que emergen del análisis de esas tareas realizadas por los estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interpretação dos resultados]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de psicologia]]></kwd>
<kwd lng="pt"><![CDATA[Conflito semiótico]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem ontosemiótica à cognição e instrução matemática (EOS)]]></kwd>
<kwd lng="pt"><![CDATA[Inferência estatística]]></kwd>
<kwd lng="en"><![CDATA[Interpretation of results]]></kwd>
<kwd lng="en"><![CDATA[Psychology students]]></kwd>
<kwd lng="en"><![CDATA[Onto semiotic conflicts]]></kwd>
<kwd lng="en"><![CDATA[Onto semiotic approach (OSA)]]></kwd>
<kwd lng="en"><![CDATA[Statistical inference]]></kwd>
<kwd lng="es"><![CDATA[Interpretación de resultados]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de psicología]]></kwd>
<kwd lng="es"><![CDATA[Conflicto onto-semiótico]]></kwd>
<kwd lng="es"><![CDATA[Enfoque onto-semiótico de la cognición e instrucción matemática (EOS)]]></kwd>
<kwd lng="es"><![CDATA[Inferencia estadística.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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