Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’
The literature reports that students have difficulties connecting different meanings, multiple representations of the derivative, and performing reversibility processes between representations of f and f’. The research goal is to analyze the mathematical connections that university students establis...
- Autores:
-
Rodríguez Nieto, Camilo Andrés
Rodríguez Vásquez, Flor Monserrat b
Moll, Vicenç Font
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2023
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13483
- Acceso en línea:
- https://hdl.handle.net/11323/13483
https://repositorio.cuc.edu.co/
- Palabra clave:
- Mathematical connection
Onto-semiotic approach
Derivative
Graphs
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ |
| title |
Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ |
| spellingShingle |
Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ Mathematical connection Onto-semiotic approach Derivative Graphs |
| title_short |
Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ |
| title_full |
Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ |
| title_fullStr |
Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ |
| title_full_unstemmed |
Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ |
| title_sort |
Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ |
| dc.creator.fl_str_mv |
Rodríguez Nieto, Camilo Andrés Rodríguez Vásquez, Flor Monserrat b Moll, Vicenç Font |
| dc.contributor.author.none.fl_str_mv |
Rodríguez Nieto, Camilo Andrés Rodríguez Vásquez, Flor Monserrat b Moll, Vicenç Font |
| dc.subject.proposal.eng.fl_str_mv |
Mathematical connection Onto-semiotic approach Derivative Graphs |
| topic |
Mathematical connection Onto-semiotic approach Derivative Graphs |
| description |
The literature reports that students have difficulties connecting different meanings, multiple representations of the derivative, and performing reversibility processes between representations of f and f’. The research goal is to analyze the mathematical connections that university students establish when solving tasks that involve the graphs of f and f’ when the two functions do not have associated symbolic expressions. Seven students from the first year of undergraduate studies in mathematics from a university in southern Mexico participated. For data collection, two tasks involving the graphical context of the derivative were applied. An analysis of the mathematical activity was carried out by the participants with the analysis model proposed by the onto-semiotic approach, and thematic analysis with types of mathematical connections from the extended theory of connections was carried out to infer the connections made in that mathematical activity, which allowed us to consider the reversibility connection between the graphs of f and f’ as the encapsulation of a portion of the mathematical activity. Four students establish the reversibility relationship between the graph of f and the graph of f’. It has been concluded that some students can establish the reversibility connection between the graphs of f and f’, but the complexity of the mathematical activity that encapsulates the connection explains (by showing everything that the student must do) why some students are not able to establish it. |
| publishDate |
2023 |
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2023-06-08 |
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2024-10-23T12:45:56Z |
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2024-10-23T12:45:56Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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Rodríguez-Nieto, C.A., Rodríguez-Vásquez, F.M., Moll, V.F. Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ (2023) Educational Studies in Mathematics, 114 (1), pp. 63-88. Cited 4 times. DOI: 10.1007/s10649-023-10246-9 |
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0013-1954 |
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https://hdl.handle.net/11323/13483 |
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10.1007/s10649-023-10246-9 |
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1573-0816 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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https://repositorio.cuc.edu.co/ |
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Rodríguez-Nieto, C.A., Rodríguez-Vásquez, F.M., Moll, V.F. Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ (2023) Educational Studies in Mathematics, 114 (1), pp. 63-88. Cited 4 times. DOI: 10.1007/s10649-023-10246-9 0013-1954 10.1007/s10649-023-10246-9 1573-0816 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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https://hdl.handle.net/11323/13483 https://repositorio.cuc.edu.co/ |
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eng |
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eng |
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Educational Studies in Mathematics |
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Adu-Gyamf, K., Bossé, M. J., & Chandler, K. (2017). Student connections between algebraic and graphical polynomial representations in the context of a polynomial relation. International Journal of Science and Mathematics Education, 15(5), 915–938. https://doi.org/10.1007/s10763-016-9730-1 Autonomous University of Guerrero (2010). Plan de estudios de la licenciatura en matemáticas [Mathematics bachelor’s curriculum]. University Level. Badillo, E. (2003). La Derivada como objeto matemático y como objeto de enseñanza y aprendizaje en profesores de matemática de Colombia [The Derivative as a mathematical object and as an object of teaching and learning in mathematics teachers in Colombia] [Unpublished doctoral dissertation, Autonomous University of Barcelona]. https://www.tesisenred.net/handle/10803/4702 Berry, J., & Nyman, M. (2003). Promoting students’ graphical understanding of the calculus. The Journal of Mathematical Behavior, 22(4), 479–495. https://doi.org/10.1016/j.jmathb.2003.09.006 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Breda, A., Hummes, V., da Silva, R. S., & Sánchez, A. (2021). El papel de la fase de observación de la implementación en la metodología Estudio de Clases [The role of the phase of teaching and observation in the Lesson Study methodology]. Bolema, 35(69), 263–288. https://doi.org/10.1590/1980-4415v35n69a13 Businskas, A. M. (2008). Conversations about connections: How secondary mathematics teachers conceptualize and contend with mathematical connections [Unpublished doctoral dissertation, Simon Fraser University]. https://www.collectionscanada.gc.ca/obj/thesescanada/vol2/002/NR58735.PDF?is_thesis=1&oclc_number=755208445 Campo-Meneses, K. G., & García-García, J. (2020). Explorando las conexiones matemáticas asociadas a la función exponencial y logarítmica en estudiantes universitarios colombianos [Exploring mathematical connections associated with the exponential and logarithmic function in Colombian university students]. Educación matemática, 32(3), 209–240. https://doi.org/10.24844/EM3203.08 Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. Dolores-Flores, C., & García-García, J. (2017). Conexiones intramatemáticas y extramatemáticas que se producen al resolver problemas de cálculo en contexto: Un estudio de casos en el nivel superior [Intra-mathematics and extra-mathematics connections that occur when solving calculus problems in a context: A case study in higher level education]. Bolema, 31(57), 158–180. https://doi.org/10.1590/1980-4415v31n57a08 Drijvers, P., Godino, J. D., Font, V., & Trouche, L. (2013). One episode, two lenses. Educational Studies in Mathematics, 82(1), 23–49. https://doi.org/10.1007/s10649-012-9416-8 Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61(1), 103–131. https://doi.org/10.1007/s10649-006-0400-z Eccles, D. W., & Arsal, G. (2017). The think aloud method: What is it and how do I use it? Qualitative Research in Sport, Exercise and Health, 9(4), 514–531. https://doi.org/10.1080/2159676X.2017.13315 01 Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2011). Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks. Mathematics Education Research Journal, 23(3), 297–319. https://doi.org/10.1007/s13394-011-0017-0 Font, V., & Contreras, A. (2008). The problem of the particular and its relation to the general in mathematics education. Educational Studies in Mathematics, 69(1), 33–52. https://doi.org/10.1007/ s10649-008-9123-7 Font, V., Godino, J. D., & Gallardo, J. (2013). The emergence of objects from mathematical practices. Educational Studies in Mathematics, 82(1), 97–124. https://doi.org/10.1007/s10649-012-9411-0 Font, V. (2000). Procediments per obtenir expressions simbòliques a partir de gràfques: aplicacions a les derivades [Procedures for obtaining symbolic expressions from graphs: Applications in relation to the derivative] [Unpublished doctoral dissertation, University of Barcelona]. http://hdl.handle.net/2445/ 41430 Fuentealba, C., Sánchez-Matamoros, G., & Badillo, E. (2015). Análisis de tareas que pueden promover el desarrollo de la comprensión de la derivada [Analysis of tasks that can promote the development of the understanding of the derivative]. Uno: Revista de Didáctica de las Matemáticas, 71, 72–78 Fuentealba, C., Badillo, E., & Sánchez-Matamoros, G. (2018a). Puntos de no-derivabilidad de una función y su importancia en la comprensión del concepto de derivada [The non-derivability points of a function and their importance in the understanding of the derivative concept]. Educação e Pesquisa, 44, 1–20. https://doi.org/10.1590/s1678-4634201844181974 Fuentealba, C., Badillo, E., Sánchez-Matamoros, G., & Cárcamo, A. (2018). The understanding of the derivative concept in higher education. EURASIA Journal of Mathematics, Science and Technology Education, 15(2), 1–15. https://doi.org/10.29333/ejmste/100640 García-García, J., & Dolores-Flores, C. (2018). Intra-mathematical connections made by high school students in performing calculus tasks. International Journal of Mathematical Education in Science and Technology, 49(2), 227–252. https://doi.org/10.1080/0020739X.2017.1355994 García-García, J., & Dolores-Flores, C. (2020). Exploring pre-university students’ mathematical connections when solving calculus application problems. International Journal of Mathematical Education in Science and Technology, 52(6), 912–936. https://doi.org/10.1080/0020739X.2020.1729429 García-García, J., & Dolores-Flores, C. (2021). Pre-university students’ mathematical connections when sketching the graph of derivative and antiderivative functions. Mathematics Education Research Journal, 33(1), 1–22. https://doi.org/10.1007/s13394-019-00286-x Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM-Mathematics Education, 39(1–2), 127–135. https://doi.org/10.1007/s11858-006-0004-1 Ikram, M., Purwanto, P., Parta, I. N., & Susanto, H. (2020). Mathematical reasoning required when students seek the original graph from a derivative graph. Acta Scientiae, 22(6), 45–64. https://doi.org/10.17648/ acta.scientiae.5933 Kidron, I., & Bikner-Ahsbahs, A. (2015). Advancing research by means of the networking of theories. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative methods in mathematics education (pp. 221–232). Springer. https://doi.org/10.1007/978-94-017-9181-6_9 Ledezma, C., Font, V. & Sala, G. (2022) Analysing the mathematical activity in a modelling process from the cognitive and onto-semiotic perspectives. Mathematics Education Research Journal. https://doi.org/10. 1007/s13394-022-00411-3 Leithold, L. (1998). El cálculo [Calculus]. Oxford University Press. Natsheh, I., & Karsenty, R. (2014). Exploring the potential role of visual reasoning tasks among inexperienced solvers. ZDM-Mathematics Education, 46(1), 109–122. https://doi.org/10.1007/ s11858-013-0551-1 NCTM (2000). Principles and standards for school mathematics. NCTM. Nemirovsky, R., & Rubin, A. (1992). Students’ tendency to assume resemblances between a function and its derivatives. TERC Working Paper (pp. 2–92). TERC Communications. Prediger, S., Bikner-Ahsbahs, A., & Arzarello, F. (2008). Networking strategies and methods for connection theoretical approaches: First steps towards a conceptual framework. ZDM-Mathematics Education, 40(2), 165–178. https://doi.org/10.1007/s11858-008-0086-z Radford, L. (2008). Connecting theories in mathematics education: Challenges and possibilities. ZDM-Mathematics Education, 40(2), 317–327. https://doi.org/10.1007/s11858-008-0090-3 Rodríguez-Nieto, C. A., Font, V., Borji, V., & Rodríguez-Vásquez, F. M. (2022a). Mathematical connections from a networking theory between extended theory of mathematical connections and onto-semiotic approach. International Journal of Mathematical Education in Science and Technology, 53(9), 2364– 2390. https://doi.org/10.1080/0020739X.2021.1875071 Rodríguez-Nieto, C. A., Rodríguez-Vásquez, F. M., & Font, V. (2022b). A new view about connections: The mathematical connections established by a teacher when teaching the derivative. International Journal of Mathematical Education in Science and Technology, 53(6), 1231–1256. https://doi.org/10.1080/ 0020739X.2020.1799254 Sánchez-Matamoros, G., Fernández, C., & Llinares, S. (2015). Developing pre-service teachers’ noticing of students’ understanding of the derivative concept. International Journal of Science and Mathematics Education, 13(6), 1305–1329. https://doi.org/10.1007/s10763-014-9544-y Sangwin, C. J., & Jones, I. (2017). Asymmetry in student achievement on multiple-choice and constructedresponse items in reversible mathematics processes. Educational Studies in Mathematics, 94(2), 205– 222. https://doi.org/10.1007/s10649-016-9725-4 Selinski, N. E., Rasmussen, C., Wawro, M., & Zandieh, M. (2014). A method for using adjacency matrices to analyze the connections students make within and between concepts: The case of linear algebra. Journal for Research in Mathematics Education, 45(5), 550–583. https://doi.org/10.5951/jresemathe duc.45.5.0550 Ubuz, B. (2007). Interpreting a graph and constructing its derivative graph: Stability and change in students’ conceptions. International Journal of Mathematical Education in Science and Technology, 38(5), 609– 637. https://doi.org/10.1080/00207390701359313 Van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. C. (1994). The think aloud method: A practical approach to modelling cognitive processes. Academic Press. |
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Atribución 4.0 Internacional (CC BY 4.0) |
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26 páginas |
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Atribución 4.0 Internacional (CC BY 4.0)© 2023, The Author(s)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Rodríguez Nieto, Camilo AndrésRodríguez Vásquez, Flor Monserrat bMoll, Vicenç Font2024-10-23T12:45:56Z2024-10-23T12:45:56Z2023-06-08Rodríguez-Nieto, C.A., Rodríguez-Vásquez, F.M., Moll, V.F. Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’ (2023) Educational Studies in Mathematics, 114 (1), pp. 63-88. Cited 4 times. DOI: 10.1007/s10649-023-10246-90013-1954https://hdl.handle.net/11323/1348310.1007/s10649-023-10246-91573-0816Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The literature reports that students have difficulties connecting different meanings, multiple representations of the derivative, and performing reversibility processes between representations of f and f’. The research goal is to analyze the mathematical connections that university students establish when solving tasks that involve the graphs of f and f’ when the two functions do not have associated symbolic expressions. Seven students from the first year of undergraduate studies in mathematics from a university in southern Mexico participated. For data collection, two tasks involving the graphical context of the derivative were applied. An analysis of the mathematical activity was carried out by the participants with the analysis model proposed by the onto-semiotic approach, and thematic analysis with types of mathematical connections from the extended theory of connections was carried out to infer the connections made in that mathematical activity, which allowed us to consider the reversibility connection between the graphs of f and f’ as the encapsulation of a portion of the mathematical activity. Four students establish the reversibility relationship between the graph of f and the graph of f’. It has been concluded that some students can establish the reversibility connection between the graphs of f and f’, but the complexity of the mathematical activity that encapsulates the connection explains (by showing everything that the student must do) why some students are not able to establish it.26 páginasapplication/pdfengSpringer NetherlandsNetherlandshttps://link.springer.com/article/10.1007/s10649-023-10246-9Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’Artículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Educational Studies in MathematicsAdu-Gyamf, K., Bossé, M. J., & Chandler, K. (2017). Student connections between algebraic and graphical polynomial representations in the context of a polynomial relation. International Journal of Science and Mathematics Education, 15(5), 915–938. https://doi.org/10.1007/s10763-016-9730-1Autonomous University of Guerrero (2010). Plan de estudios de la licenciatura en matemáticas [Mathematics bachelor’s curriculum]. University Level.Badillo, E. (2003). La Derivada como objeto matemático y como objeto de enseñanza y aprendizaje en profesores de matemática de Colombia [The Derivative as a mathematical object and as an object of teaching and learning in mathematics teachers in Colombia] [Unpublished doctoral dissertation, Autonomous University of Barcelona]. https://www.tesisenred.net/handle/10803/4702Berry, J., & Nyman, M. (2003). Promoting students’ graphical understanding of the calculus. The Journal of Mathematical Behavior, 22(4), 479–495. https://doi.org/10.1016/j.jmathb.2003.09.006Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oaBreda, A., Hummes, V., da Silva, R. S., & Sánchez, A. (2021). El papel de la fase de observación de la implementación en la metodología Estudio de Clases [The role of the phase of teaching and observation in the Lesson Study methodology]. Bolema, 35(69), 263–288. https://doi.org/10.1590/1980-4415v35n69a13Businskas, A. M. (2008). Conversations about connections: How secondary mathematics teachers conceptualize and contend with mathematical connections [Unpublished doctoral dissertation, Simon Fraser University]. https://www.collectionscanada.gc.ca/obj/thesescanada/vol2/002/NR58735.PDF?is_thesis=1&oclc_number=755208445Campo-Meneses, K. G., & García-García, J. (2020). Explorando las conexiones matemáticas asociadas a la función exponencial y logarítmica en estudiantes universitarios colombianos [Exploring mathematical connections associated with the exponential and logarithmic function in Colombian university students]. Educación matemática, 32(3), 209–240. https://doi.org/10.24844/EM3203.08Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.Dolores-Flores, C., & García-García, J. (2017). Conexiones intramatemáticas y extramatemáticas que se producen al resolver problemas de cálculo en contexto: Un estudio de casos en el nivel superior [Intra-mathematics and extra-mathematics connections that occur when solving calculus problems in a context: A case study in higher level education]. Bolema, 31(57), 158–180. https://doi.org/10.1590/1980-4415v31n57a08Drijvers, P., Godino, J. D., Font, V., & Trouche, L. (2013). One episode, two lenses. Educational Studies in Mathematics, 82(1), 23–49. https://doi.org/10.1007/s10649-012-9416-8Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61(1), 103–131. https://doi.org/10.1007/s10649-006-0400-zEccles, D. W., & Arsal, G. (2017). The think aloud method: What is it and how do I use it? Qualitative Research in Sport, Exercise and Health, 9(4), 514–531. https://doi.org/10.1080/2159676X.2017.13315 01Eli, J. A., Mohr-Schroeder, M. J., & Lee, C. W. (2011). Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks. Mathematics Education Research Journal, 23(3), 297–319. https://doi.org/10.1007/s13394-011-0017-0Font, V., & Contreras, A. (2008). The problem of the particular and its relation to the general in mathematics education. Educational Studies in Mathematics, 69(1), 33–52. https://doi.org/10.1007/ s10649-008-9123-7Font, V., Godino, J. D., & Gallardo, J. 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extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f’.pdf.jpgGenerated Thumbnailimage/jpeg11927https://repositorio.cuc.edu.co/bitstreams/555f632d-8d4b-4063-bc57-8d32a17b369b/download67f828ca1c65248dd7bcf1113f73dbfcMD5511323/13483oai:repositorio.cuc.edu.co:11323/134832024-10-24 03:01:37.752https://creativecommons.org/licenses/by/4.0/© 2023, The Author(s)open.accesshttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa 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ara ejercer estos derechos sobre la Obra tal y como se indica a continuación:</p>
    <ol type="a">
      <li>Reproducir la Obra, incorporar la Obra en una o más Obras Colectivas, y reproducir la Obra incorporada en las Obras Colectivas.</li>
      <li>Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.</li>
      <li>Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.</li>
    </ol>
    <p>Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).</p>
  </li>
  <br/>
  <li>
    Restricciones.
    <p>La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:</p>
    <ol type="a">
      <li>Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).</li>
      <li>Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.</li>
      <li>Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.</li>
      <li>
        Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:
        <ol type="i">
          <li>Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.</li>
          <li>Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
        </ol>
      </li>
      <li>Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
    </ol>
  </li>
  <br/>
  <li>
    Representaciones, Garantías y Limitaciones de Responsabilidad.
    <p>A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Limitación de responsabilidad.
    <p>A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Término.
    <ol type="a">
      <li>Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.</li>
      <li>Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.</li>
    </ol>
  </li>
  <br/>
  <li>
    Varios.
    <ol type="a">
      <li>Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.</li>
      <li>Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.</li>
      <li>Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.</li>
      <li>Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.</li>
    </ol>
  </li>
  <br/>
</ol>
 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