<?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>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212017000100067</article-id>
<article-id pub-id-type="doi">10.22235/cp.v11i2.1348</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA CONSTRUCCIÓN DE HECHOS NUMÉRICOS BÁSICOS: INCIDENCIA DEL SEXO, CURSO Y NIVEL SOCIOECONÓMICO DEL ALUMNO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CONSTRUCTION OF MATH FACTS: INFLUENCE OF THE STUDENT&#8217;S SEX, SCHOOL YEAR AND SOCIOECONOMIC STATUS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[von Hagen]]></surname>
<given-names><![CDATA[Alexa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuadro]]></surname>
<given-names><![CDATA[Ariel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giloca]]></surname>
<given-names><![CDATA[Valeria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Potsdam IDEALAB PhD Program ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Germany</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Macquarie University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Australia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Uruguay Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>67</fpage>
<lpage>76</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212017000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212017000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212017000100067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existe amplia evidencia a nivel internacional para confirmar una desventaja académica en el rendimiento matemático de alumnos provenientes de niveles socioeconómicos (NSE) bajos. Con el fin de intervenir en esta problemática, resulta necesario detallar las características de este déficit por curso escolar, sexo y subhabilidad matemática. Hasta el momento, escasos estudios han abordado la interacción de estos factores en una misma muestra de participantes. De esta forma, nos propusimos analizar la construcción de hechos numéricos básicos (HNB) de suma, resta y multiplicación en una muestra de 619 escolares de 2º a 6º grado escolar a la luz de las variables NSE y sexo. Más allá de confirmar la desventaja socioeconómica en todos los cursos escolares y en ambos sexos, nuestros resultados reflejan, un rendimiento superior de hombres sobre mujeres solamente en el NSE medio-alto y en HNB de multiplicación. Futuras investigaciones son necesarias para indagar en este resultado inesperado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Worldwide students from low socioeconomic status (SES) have been shown to present an academic disadvantage with respect to their mathematical abilities. In order to approach this problem, details of the characteristics in different school levels, students of different sex and different mathematical subskills are needed. To our knowledge, few studies have explored the interaction of these factors in the same sample of participants. Therefore, we aim to analyse the influence of SES and sex on the addition, subtraction and multiplication math facts (MF) skills of a sample of 619 primary school students from year 2 to 6. Besides confirming the socioeconomic disadvantage in all school years and in students of both sexes, our results reveal a higher performance of boys over girls only in medium to higher SES and in multiplication MF. Future research is needed to investigate this unexpected result.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cálculo]]></kwd>
<kwd lng="es"><![CDATA[hechos numéricos básicos]]></kwd>
<kwd lng="es"><![CDATA[sexo]]></kwd>
<kwd lng="es"><![CDATA[nivel socioeconómico]]></kwd>
<kwd lng="en"><![CDATA[math computation]]></kwd>
<kwd lng="en"><![CDATA[math facts]]></kwd>
<kwd lng="en"><![CDATA[sex]]></kwd>
<kwd lng="en"><![CDATA[socioeconomic status]]></kwd>
</kwd-group>
</article-meta>
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