Characterisation of probability learning in a rural environment with the realistic mathematics education
Background: As statistics has pragmatic effects in other sectors, this work argues for proposing teaching-learning strategies based on real situations. Objectives: Characterise probability learning in a rural environment with realistic mathematics education. Design: Of a qualitative nature with an a...
- Autores:
-
Mendez Parra , Carolina
Conde Carmona, Robinson Junior
Padilla-Escorcía, Iván Andrés
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10803
- Acceso en línea:
- https://hdl.handle.net/11323/10803
https://repositorio.cuc.edu.co/
- Palabra clave:
- Context
Statistical education
Realistic mathematics
Random thinking
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Characterisation of probability learning in a rural environment with the realistic mathematics education |
| dc.title.translated.none.fl_str_mv |
Caracterización del aprendizaje de la probabilidad en un entorno rural con la educación matemática realista Caracterização da probabilidade de aprendizagem em um ambiente rural com educação matemática realística |
| title |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| spellingShingle |
Characterisation of probability learning in a rural environment with the realistic mathematics education Context Statistical education Realistic mathematics Random thinking |
| title_short |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| title_full |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| title_fullStr |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| title_full_unstemmed |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| title_sort |
Characterisation of probability learning in a rural environment with the realistic mathematics education |
| dc.creator.fl_str_mv |
Mendez Parra , Carolina Conde Carmona, Robinson Junior Padilla-Escorcía, Iván Andrés |
| dc.contributor.author.none.fl_str_mv |
Mendez Parra , Carolina Conde Carmona, Robinson Junior Padilla-Escorcía, Iván Andrés |
| dc.subject.proposal.eng.fl_str_mv |
Context Statistical education Realistic mathematics Random thinking |
| topic |
Context Statistical education Realistic mathematics Random thinking |
| description |
Background: As statistics has pragmatic effects in other sectors, this work argues for proposing teaching-learning strategies based on real situations. Objectives: Characterise probability learning in a rural environment with realistic mathematics education. Design: Of a qualitative nature with an action-participatory research design, through five methodological phases. Setting and participants: Students from rural areas of the department of Córdoba-Colombia, the mathematics education teacher of that department, and the research group. Data collection and analysis: The qualitative data were grouped into categories of realistic mathematics education. Results: The research revealed that the students present interpretive, theoretical, and algorithmic difficulties. It also highlighted that realistic mathematics education reflects human activity in the statistical learning process. Conclusions: The contextualised problems allow students to reach meaningful knowledge. Besides, the teacher cooperates in formalising learning due to its structuring, systematisation, and regularisation under the realistic mathematics education criteria. |
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2022 |
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2024-03-01T15:55:17Z |
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Characterisation of Probability Learning in a Rural Environment with the Realistic Mathematics Education | Méndez-Parra | Acta Scientiae. (n.d.). Retrieved February 29, 2024, from http://www.periodicos.ulbra.br/index.php/acta/article/view/6709 |
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https://hdl.handle.net/11323/10803 |
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1517-4492 |
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10.17648/acta.scientiae.6709 |
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Corporación Universidad de la Costa |
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REDICUC – Repositorio CUC |
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Characterisation of Probability Learning in a Rural Environment with the Realistic Mathematics Education | Méndez-Parra | Acta Scientiae. (n.d.). Retrieved February 29, 2024, from http://www.periodicos.ulbra.br/index.php/acta/article/view/6709 2178-7727 1517-4492 10.17648/acta.scientiae.6709 Corporación Universidad de la Costa REDICUC – Repositorio CUC |
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Acta Scientiae |
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Alsina, À. (2011). Aprendre a usar les matemàtiques: els processos matemàtics, propostes didàctiques per a l'educació infantil. Eumo. Alsina, Á. & Salgado, M. (2019). Prácticas de medida en Educación Infantil desde la perspectiva de la Educación Matemática Realista. Edma 0-6: Educación Matemática en la Infancia, 7(2), 24-37. Andrade Diaz, I. M. (2019). Estrategia pedagógica para promover el desarrollo de habilidades en el pensamiento probabilístico en los estudiantes del grado cuarto de la sede los llanos de la institución educativa rural jordán güisía. [Trabajo de Fin de Grado, Universidad del Cauca] http://repositorio.unicauca.edu.co:8080/xmlui/handle/123456789/111 5 Andrade Diaz, I. M. (2019). Estrategia pedagógica para promover el desarrollo de habilidades en el pensamiento probabilístico en los estudiantes del grado cuarto de la sede los llanos de la institución educativa rural jordán güisía. Bressan, A.; Gallego, F.; Pérez, S., & Zolkower, B. (2016). Educación Matemática Realista, Bases Teóricas. Publicación del GPDM. Castiglione, D. (2015). Conexiones Matemáticas Múltiples a partir de tres problemas en contexto realista. Publicación del GPDM. Conde-Carmona, R. & Padilla-Escorcia, I. (2021). Aprender matemáticas en tiempos del COVID-19: Un estudio de caso con estudiantes universitarias. Educación y Humanismo, 23(40), 1-19. https://doi.org/10.17081/eduhum.23.40.4380 Cruz-Ramírez, M. (2019). Un estudio sobre la distancia psicológica entre métodos de investigación educacional. El caso del método Delphi. Luz, 18(3), 29-42. https://bit.ly/2SXOoD5 Díaz-Levicoy, D., Ferrada, C., Salgado-Orellana, N., & Vásquez, C. (2019). Análisis de las actividades evaluativas sobre estadística y probabilidad en libros de texto chilenos de Educación Primaria. Premisa, 21(80), 5-21. Estrada, A. & Batanero, C. (2019). Prospective primary school teachers’ attitudes towards probability and its teaching. International Electronic Journal of Mathematics Education, 15(1), em0559. https://doi.org/10.29333/iejme/5941 Fredriksen, H. (2021). Exploring realistic mathematics education in a flipped classroom context at the tertiary level. International Journal of Science and Mathematics Education, 19(2), 377-396. Freudenthal, H. (1977). Desembramiento y siembra: Prefacio a una ciencia de la educación matemática. Springer. Freudenthal, H. (1977). Weeding and sowing: Preface to a science of mathematical education. Springer. https://bit.ly/3j1dZ93 Gal, I. (2005). Towards" probability literacy" for all citizens: Building blocks and instructional dilemmas. In: Exploring probability in school. (pp. 39-63). Springer. Gallego, M. & Pérez, S. (2013). Aportes «Realistas» a la Educación Matemática. Desde la Patagonia, Difundiendo Saberes, 10(16), 12- 19. Gravemeijer, K. & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1), 111–129. Isaza Cardona, C. A. (2020). Los contextos inmediato, situacional y sociocultural en el aprendizaje de la probabilidad. [Trabajo de Fin de Grado, Universidad de Antioquia]. http://hdl.handle.net/10495/13728 Isaza Cardona, C. A. (2020). Los contextos inmediato, situacional y sociocultural en el aprendizaje de la probabilidad. Julie, H. (2018). Developing LTBI for addition and multiplication rules in probability theory with realistic mathematics education. Journal of Physics: Conference Series, 1088(1), 012044. https://doi.org/10.1088/1742-6596/1088/1/012044 Julie, H. (2018, September). Developing LTBI for addition and multiplication rules in probability theory with realistic mathematics education. Journal of Physics: Conference Series, 1088(1), 012044. Márquez-Mosquera, A. & Olea-Isaza, C. (2020). Las Actividades Orientadoras de Enseñanza como estrategia para enseñar la probabilidad en primaria: reflexiones de los maestros. Revista Trilogía, 12(22), 151-171. https://doi.org/10.22430/21457778.1094 Méndez-Parra, C., Conde-Carmona, R., & Tovar-Ortega, T. (2021). Uso de la matemática realista y su relación en el aprendizaje de la probabilidad, en un contexto rural. Eco Matemático, 12(1). https://doi.org/10.22463/17948231.3067 Morales Giraldo, S. M. (2018). Enseñanza de la probabilidad simple y probabilidad condicional a través de situaciones problema [Trabajo de Fin de Grado, Universidad Nacional de Colombia-Sede Medellín]. https://repositorio.unal.edu.co/handle/unal/64190 Nuraida, I., Kusumah, Y. S., & Kartasasmita, B. G. (2019, November). Realistic mathematics education with local instruction theory for enhancement of students’ procedural fluency. Journal of Physics: Conference Series, 1280(4), 042003. Palinussa, A., Molle, J., & Gasperz, M. (2017, November). Development Mathematics Education of Rural Context. In: Proceeding of the International Seminar on Education. (Vol. 1). Rasmussen, C. & Blumenfeld, H. (2007). Reinventing solutions to systems of linear differential equations: A case of emergent models involving analytic expressions. The Journal of Mathematical Behavior, 26(3), 195–210. Revina, S. & Leung, F. (2019). How the same flowers grow in different Soils? The implementation of realistic mathematics education in Utrecht and Jakarta classrooms. International Journal of Science and Mathematics Education, 17(3), 565-589. https://doi.org/10.1007/s10763-018-9883- 1 Sampieri, R. H. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw Hill. https://bit.ly/3j5LLd2 Sepriyanti, N. & Putri, E. M. (2018). Mathematics Learning Devices Development based on Realistic Mathematics Education on Probability. Al-Ta'lim Journal, 25(1), 87-96. Sugilar, H., Rachmawati, T., & Nuraida, I. (2019). Integrasi interkoneksi matematika agama dan budaya. Jurnal Analisa, 5(2), 189-198. https://doi.org/10.15575/ja.v5i2.6717 Tachie, S. & Molepo, J. (2019). Exploring Teachers’ Meta-Cognitive Skills in Mathematics Classes in Selected Rural Primary Schools in Eastern Cape, South Africa. Africa Education Review, 16(2), 143-161. https://doi.org/10.1080/18146627.2017.1384700 Van den Heuvel-Panhuizen, M. & Wijers, M. (2005). Mathematics standards and curricula in the Netherlands. ZDM, 37(4), 287-307. Vásquez C. & Alsina, Á. (2017). Aproximación al conocimiento común del contenido para enseñar probabilidad desde el modelo del conocimiento didáctico-matemático. Educación matemática, 29(3), 79-108. https://doi.org/10.24844/em2903.03 Wijdeveld, E. (1980). Zich realiseren, in IOWO, de achterkant van de Mobius. (p. 23-26). IOWO. |
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Atribución 4.0 Internacional (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Mendez Parra , CarolinaConde Carmona, Robinson JuniorPadilla-Escorcía, Iván Andrés2024-03-01T15:55:17Z2024-03-01T15:55:17Z2022Characterisation of Probability Learning in a Rural Environment with the Realistic Mathematics Education | Méndez-Parra | Acta Scientiae. (n.d.). Retrieved February 29, 2024, from http://www.periodicos.ulbra.br/index.php/acta/article/view/67092178-7727https://hdl.handle.net/11323/108031517-449210.17648/acta.scientiae.6709Corporación Universidad de la CostaREDICUC – Repositorio CUChttps://repositorio.cuc.edu.co/Background: As statistics has pragmatic effects in other sectors, this work argues for proposing teaching-learning strategies based on real situations. Objectives: Characterise probability learning in a rural environment with realistic mathematics education. Design: Of a qualitative nature with an action-participatory research design, through five methodological phases. Setting and participants: Students from rural areas of the department of Córdoba-Colombia, the mathematics education teacher of that department, and the research group. Data collection and analysis: The qualitative data were grouped into categories of realistic mathematics education. Results: The research revealed that the students present interpretive, theoretical, and algorithmic difficulties. It also highlighted that realistic mathematics education reflects human activity in the statistical learning process. Conclusions: The contextualised problems allow students to reach meaningful knowledge. Besides, the teacher cooperates in formalising learning due to its structuring, systematisation, and regularisation under the realistic mathematics education criteria.Antecedentes: La Estadística presenta efectos pragmáticos en otros sectores, por lo tanto, se hace necesario proponer estrategias de enseñanza-aprendizaje basadas en situaciones reales. Esta investigación estima la Educación Matemática Realista como estrategia de construcción del conocimiento probabilístico, a través de situaciones contextualizadas. Objetivos: Caracterizar el aprendizaje de la probabilidad en un entorno rural con la Educación Matemática Realista. Diseño: De carácter cualitativo con un diseño de investigación acción-participativa, a través de cinco fases metodológicas. Contexto y participantes: Estudiantes rurales del departamento de Córdoba-Colombia, la docente de educación matemática del respectivo departamento y el grupo investigador. Recopilación y análisis de datos: Los datos cualitativos se agruparon en categorías de la Educación Matemática Realista. Resultados: Se encontró que los estudiantes presentan dificultades interpretativas, teóricas y algorítmicas. También, se destaca que la Educación Matemática realista refleja la actividad humana en el proceso de aprendizaje estadístico. Conclusiones: Se concluyó que, los problemas contextualizados permiten alcanzar un conocimiento con sentido y, el docente coopera en la formalización de dicho aprendizaje, debido a la estructuración, sistematización y regularización bajo los criterios de la Educación Matemática Realista.Antecedentes: A estatística tem efeitos pragmáticos em outros setores, portanto, é necessário propor estratégias de ensino-aprendizagem baseadas em situações reais. Esta pesquisa estima a Educação Matemática Realista como estratégia para a construção do conhecimento probabilístico, por meio de situações contextualizadas. Objetivos: Caracterizar a aprendizagem de probabilidade em meio rural com Educação Matemática Realista. Desenho: De natureza qualitativa com desenho de pesquisa-ação-participativo, por meio de cinco fases metodológicas. Contexto e participantes: Estudantes rurais do departamento de Córdoba-Colômbia, o professor de educação matemática do respectivo departamento e o grupo de pesquisa. Coleta e análise de dados: Os dados qualitativos foram agrupados em categorias de Educação Matemática Realista. Resultados: Constatou-se que os alunos apresentam dificuldades interpretativas, teóricas e algorítmicas. Além disso, destaca-se que a Educação Matemática realista reflete a atividade humana no processo de aprendizagem estatística. Conclusões: Concluiu-se que os problemas contextualizados permitem alcançar um conhecimento significativo e o professor colabora na formalização dessa aprendizagem, devido à estruturação, sistematização e regularização sob os critérios da Educação Matemática Realista.23 páginasapplication/pdfengLutheran University of BrazilBrazilhttp://www.periodicos.ulbra.br/index.php/acta/article/view/6709Characterisation of probability learning in a rural environment with the realistic mathematics educationCaracterización del aprendizaje de la probabilidad en un entorno rural con la educación matemática realistaCaracterização da probabilidade de aprendizagem em um ambiente rural com educação matemática realísticaArtículo 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_970fb48d4fbd8a85Acta ScientiaeAlsina, À. (2011). Aprendre a usar les matemàtiques: els processos matemàtics, propostes didàctiques per a l'educació infantil. Eumo.Alsina, Á. & Salgado, M. (2019). Prácticas de medida en Educación Infantil desde la perspectiva de la Educación Matemática Realista. Edma 0-6: Educación Matemática en la Infancia, 7(2), 24-37.Andrade Diaz, I. M. (2019). Estrategia pedagógica para promover el desarrollo de habilidades en el pensamiento probabilístico en los estudiantes del grado cuarto de la sede los llanos de la institución educativa rural jordán güisía. [Trabajo de Fin de Grado, Universidad del Cauca] http://repositorio.unicauca.edu.co:8080/xmlui/handle/123456789/111 5Andrade Diaz, I. M. (2019). Estrategia pedagógica para promover el desarrollo de habilidades en el pensamiento probabilístico en los estudiantes del grado cuarto de la sede los llanos de la institución educativa rural jordán güisía.Bressan, A.; Gallego, F.; Pérez, S., & Zolkower, B. (2016). Educación Matemática Realista, Bases Teóricas. Publicación del GPDM.Castiglione, D. (2015). Conexiones Matemáticas Múltiples a partir de tres problemas en contexto realista. Publicación del GPDM.Conde-Carmona, R. & Padilla-Escorcia, I. (2021). Aprender matemáticas en tiempos del COVID-19: Un estudio de caso con estudiantes universitarias. Educación y Humanismo, 23(40), 1-19. https://doi.org/10.17081/eduhum.23.40.4380Cruz-Ramírez, M. (2019). Un estudio sobre la distancia psicológica entre métodos de investigación educacional. El caso del método Delphi. Luz, 18(3), 29-42. https://bit.ly/2SXOoD5Díaz-Levicoy, D., Ferrada, C., Salgado-Orellana, N., & Vásquez, C. (2019). Análisis de las actividades evaluativas sobre estadística y probabilidad en libros de texto chilenos de Educación Primaria. Premisa, 21(80), 5-21.Estrada, A. & Batanero, C. (2019). Prospective primary school teachers’ attitudes towards probability and its teaching. International Electronic Journal of Mathematics Education, 15(1), em0559. https://doi.org/10.29333/iejme/5941Fredriksen, H. (2021). Exploring realistic mathematics education in a flipped classroom context at the tertiary level. International Journal of Science and Mathematics Education, 19(2), 377-396.Freudenthal, H. (1977). Desembramiento y siembra: Prefacio a una ciencia de la educación matemática. Springer.Freudenthal, H. (1977). Weeding and sowing: Preface to a science of mathematical education. Springer. https://bit.ly/3j1dZ93Gal, I. (2005). Towards" probability literacy" for all citizens: Building blocks and instructional dilemmas. In: Exploring probability in school. (pp. 39-63). Springer.Gallego, M. & Pérez, S. (2013). Aportes «Realistas» a la Educación Matemática. Desde la Patagonia, Difundiendo Saberes, 10(16), 12- 19.Gravemeijer, K. & Doorman, M. (1999). Context problems in realistic mathematics education: A calculus course as an example. Educational Studies in Mathematics, 39(1), 111–129.Isaza Cardona, C. A. (2020). Los contextos inmediato, situacional y sociocultural en el aprendizaje de la probabilidad. [Trabajo de Fin de Grado, Universidad de Antioquia]. http://hdl.handle.net/10495/13728Isaza Cardona, C. A. (2020). Los contextos inmediato, situacional y sociocultural en el aprendizaje de la probabilidad.Julie, H. (2018). Developing LTBI for addition and multiplication rules in probability theory with realistic mathematics education. Journal of Physics: Conference Series, 1088(1), 012044. https://doi.org/10.1088/1742-6596/1088/1/012044Julie, H. (2018, September). Developing LTBI for addition and multiplication rules in probability theory with realistic mathematics education. Journal of Physics: Conference Series, 1088(1), 012044.Márquez-Mosquera, A. & Olea-Isaza, C. (2020). Las Actividades Orientadoras de Enseñanza como estrategia para enseñar la probabilidad en primaria: reflexiones de los maestros. Revista Trilogía, 12(22), 151-171. https://doi.org/10.22430/21457778.1094Méndez-Parra, C., Conde-Carmona, R., & Tovar-Ortega, T. (2021). Uso de la matemática realista y su relación en el aprendizaje de la probabilidad, en un contexto rural. Eco Matemático, 12(1). https://doi.org/10.22463/17948231.3067Morales Giraldo, S. M. (2018). Enseñanza de la probabilidad simple y probabilidad condicional a través de situaciones problema [Trabajo de Fin de Grado, Universidad Nacional de Colombia-Sede Medellín]. https://repositorio.unal.edu.co/handle/unal/64190Nuraida, I., Kusumah, Y. S., & Kartasasmita, B. G. (2019, November). Realistic mathematics education with local instruction theory for enhancement of students’ procedural fluency. Journal of Physics: Conference Series, 1280(4), 042003.Palinussa, A., Molle, J., & Gasperz, M. (2017, November). Development Mathematics Education of Rural Context. In: Proceeding of the International Seminar on Education. (Vol. 1).Rasmussen, C. & Blumenfeld, H. 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ada en las Obras Colectivas.

b.	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.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
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).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	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).

b.	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.

c.	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.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	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.

ii.	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.

e.	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.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
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.

6. Limitación de responsabilidad.
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.

7. Término.

a.	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.

b.	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.

8. Varios.

a.	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.

b.	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.

c.	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.

d.	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.
 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