Didactic Engineering in the Development of Numerical Thinking
The development of numerical thinking in primary education is an important aspect of children’s mathematical training, since it allows for a general understanding of numbers and operations in order to facilitate the development of their handling and application. The work allows the implementation of...
- Autores:
-
Vergel Ortega, Mawency
GALLARDO PÉREZ, HENRY DE JESÚS
Rangel Peinado, Carlos Luis
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Universidad Francisco de Paula Santander
- Repositorio:
- Repositorio Digital UFPS
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.ufps.edu.co:ufps/795
- Acceso en línea:
- http://repositorio.ufps.edu.co/handle/ufps/795
https://doi.org/10.36260/rbr.v9i9.1072
- Palabra clave:
- Ingeniería didáctica
pensamiento numérico
- Rights
- openAccess
- License
- Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)
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Didactic Engineering in the Development of Numerical Thinking |
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Ingeniería didáctica en el desarrollo del pensamiento numérico |
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Didactic Engineering in the Development of Numerical Thinking |
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Didactic Engineering in the Development of Numerical Thinking Ingeniería didáctica pensamiento numérico |
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Didactic Engineering in the Development of Numerical Thinking |
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Didactic Engineering in the Development of Numerical Thinking |
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Didactic Engineering in the Development of Numerical Thinking |
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Didactic Engineering in the Development of Numerical Thinking |
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Didactic Engineering in the Development of Numerical Thinking |
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Vergel Ortega, Mawency GALLARDO PÉREZ, HENRY DE JESÚS Rangel Peinado, Carlos Luis |
| dc.contributor.author.none.fl_str_mv |
Vergel Ortega, Mawency GALLARDO PÉREZ, HENRY DE JESÚS Rangel Peinado, Carlos Luis |
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Ingeniería didáctica pensamiento numérico |
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Ingeniería didáctica pensamiento numérico |
| description |
The development of numerical thinking in primary education is an important aspect of children’s mathematical training, since it allows for a general understanding of numbers and operations in order to facilitate the development of their handling and application. The work allows the implementation of a pedagogical strategy based on didactic engineering, which allows students to identify and formulate questions related to the management and understanding of numbers and their basic operations together with the decision to approach individually and which ones in a group way while planning and making decisions in their development and evaluation of results. The study is framed in the quantitative paradigm, in a quasi-experimental design, working with control and experimental groups. Pre-test is applied to identify the development of numerical thinking in students and as a support to the design of the intervention proposal. Once the proposal is developed, it is evaluated by means of a post-test that allows identifying significant improvements in the numerical thinking of the children of the experimental group in comparison with those of the control group. This leads to the conclusion that the developed intervention contributes favorably to the development of numerical thinking in children |
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2020 |
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2020-09-01 |
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2021-11-09T14:28:02Z |
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2021-11-09T14:28:02Z |
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Artículo de revista |
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http://repositorio.ufps.edu.co/handle/ufps/795 |
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https://doi.org/10.36260/rbr.v9i9.1072 |
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eng |
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eng |
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Revista Boletin Redipe |
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Vol.9 No.9.(2020) |
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146 |
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9 (2020) |
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140 |
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9 |
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Peinado, C. L. R., Pérez, H. D. J. G., & Ortega, M. V. (2020). Didactic engineering in the development of numerical thinking. Revista Boletín Redipe, 9(9), 140-146. |
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Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0) |
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Journal of Physics: Conference Series |
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Vergel Ortega, Mawencye1db451514df4d6eb054b4e8e3bf1e42600GALLARDO PÉREZ, HENRY DE JESÚS65e8d56df3770f30fa30193266191212600Rangel Peinado, Carlos Luis05763c8795bfefb15a0fb9c1ea3eff066002021-11-09T14:28:02Z2021-11-09T14:28:02Z2020-09-01http://repositorio.ufps.edu.co/handle/ufps/795https://doi.org/10.36260/rbr.v9i9.1072The development of numerical thinking in primary education is an important aspect of children’s mathematical training, since it allows for a general understanding of numbers and operations in order to facilitate the development of their handling and application. The work allows the implementation of a pedagogical strategy based on didactic engineering, which allows students to identify and formulate questions related to the management and understanding of numbers and their basic operations together with the decision to approach individually and which ones in a group way while planning and making decisions in their development and evaluation of results. The study is framed in the quantitative paradigm, in a quasi-experimental design, working with control and experimental groups. Pre-test is applied to identify the development of numerical thinking in students and as a support to the design of the intervention proposal. Once the proposal is developed, it is evaluated by means of a post-test that allows identifying significant improvements in the numerical thinking of the children of the experimental group in comparison with those of the control group. This leads to the conclusion that the developed intervention contributes favorably to the development of numerical thinking in childrenEl desarrollo del pensamiento numérico en la enseñanza primaria es un aspecto importante de la formación matemática de los niños, ya que permite una comprensión general de números y operaciones para facilitar el desarrollo de su manejo y aplicación. La investigación aplica una estrategia pedagógica basada en la ingeniería didáctica, que permite a los alumnos identificar y formular preguntas relacionadas con el manejo y la comprensión de los números y sus operaciones básicas, junto con la decisión de abordar individualmente y de manera grupal el planificar y tomar decisiones. El estudio se enmarca en el paradigma cuantitativo, en un diseño cuasi-experimental, trabajando con grupos control y experimental. El pre-test se aplica para identificar el desarrollo del pensamiento numérico en los estudiantes y como apoyo al diseño de la propuesta de intervención. Una vez elaborada la propuesta, se evalúa mediante un post-test que permite identificar mejoras significativas en el pensamiento numérico de los niños del grupo experimental en comparación con los del grupo de control. Se concluye que las estrategias implementadas desde la ingeniería didáctica representan una alternativa para el desarrollo de temas asociados al fortalecimiento del pensamiento numérico en la niñez.application/pdfengJournal of Physics: Conference SeriesRevista Boletin RedipeVol.9 No.9.(2020)1469 (2020)1409Peinado, C. L. R., Pérez, H. D. J. G., & Ortega, M. V. (2020). Didactic engineering in the development of numerical thinking. Revista Boletín Redipe, 9(9), 140-146.Revista Boletin RedipeEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.info:eu-repo/semantics/openAccessAtribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)http://purl.org/coar/access_right/c_abf2https://revista.redipe.org/index.php/1/article/view/1072Didactic Engineering in the Development of Numerical ThinkingIngeniería didáctica en el desarrollo del pensamiento numéricoArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://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_970fb48d4fbd8a85Ingeniería didácticapensamiento numéricoOsses S. y Jaramillo S. (2008). Metacognición: un camino para aprender a aprender Estudios pedagógicos 34(1) 187De Guzmán M. (2007). Enseñanza de las ciencias y la matemática Revista iberoamericana de educación 43 19Rodríguez M. (2011). La matemática y su relación con las ciencias como recurso pedagógico Números Revista de Didáctica de la Matemática 77 35Lerner D. y Sadovsky P. (1994) El sistema de numeración: un problema didáctico en Parra C y Saiz I (comps.) Didáctica de las matemáticas. Aportes y reflexiones (Buenos Aires: Paidós)Aristizábal J, Colorado H y Gutiérrez H. (2016) El juego como una estrategia didáctica para desarrollar el pensamiento numérico en las cuatro operaciones básicas. Sophia 12(1) 117Hernández S. (2008). El modelo constructivista con las nuevas tecnologías: aplicado en el proceso de aprendizaje. Revista de Universidad y Sociedad del Conocimiento RUSC 5(2) 26Vergel, M. & Gallardo, H. (2007). Modelación en un museo interactivo. En X Reunión de la RED POP y IV Taller, Ciencia, Comunicación y Sociedad. Recuperado en: http://www.cientec.or.cr/pop/2007/CO-MawencyVergel.pdfSchunk D (2012) Teorías del aprendizaje una perspectiva educativa (México: Pearson)Maduro R Nieto Z y Vergel M. (2020). Modelo estructural para el desarrollo de competencias en estadística Revista Colombiana Tecnologías de Avanzada.Hurtado J 2000 Metodología de la investigación guía para la comprensión holística de la ciencia (Caracas: Sypal)Parra H, Suarez J and Vergel M. (2019). Curricular trends in the University Francisco de Paula Santander academic program offerings Journal of Physics: Conference Series 1329 5.Ramírez M. (2009). Iniciación al estudio de la teoría de las situaciones didácticas de Guy Brousseau Educación Matemática 21(2) 181Vergel-Ortega, M., Gómez-Vergel, C. S., & Caravalho-Casanova, J. F. (2020). Cuentos sobre las emociones de jóvenes universitarios durante el proceso de aprendizaje del cálculo en ingeniería. Respuestas, 25(1). https://doi.org/10.22463/0122820X.2414vGoñi J 2008 32-2 ideas clave. El desarrollo de la competencia matemática (Barcelona: Graó)Parra H, Díaz Y, Vergel M. (2019) Nociones de apropiación del espacio público: una mirada a las ventas informales en la ciudad de Cúcuta Boletín Redipe 4 164Newman J 1994 Sigma. El mundo de las matemáticas 1 (Barcelona: Aragó)Vergnaud G 1991 El niño, las matemáticas y la realidad. Problema de enseñanza de las matemáticas en la escuela primaria (México: Trillas)Gómez M y Gómez S (2016) Motivación por el aprendizaje de las ciencias naturales, en los estudiantes de básica primaria del centro educativo, cuatro bocas, municipio de San Martín, Cesar Eco.Mat 7 102.Jiménez A. (2005) Formación de profesores de matemática: aprendizajes recíprocos escuela-universidad (Tunja: Búhos Editores)Jiménez A Suárez N y Galindo S (2010). La comunicación: eje en la clase de matemáticas Praxis & Saber 1(2) 173Chamorro M (2005) Didáctica de las matemáticas para educación infantil. (Madrid: Pearson)M.Vergel-Ortega,yL.S.Paz-Montes, (2018). Ejes estratégicos y perfil del estudiante de matemática financiera de la Universidad Francisco de Paula Santander Aibi revista de investigación, administración e ingeniería, vol. 6, no. 2, pp. 33-38, 2018.Pizarro P, Santana A y Vial B (2013) La participación de la familia y su vinculación en los procesos de aprendizaje de los niños y niñas en contextos escolares. Diversitas: perspectivas en psicología 9(2) 271.ORIGINALDidactic Engineering in the Development of Numerical Thinking.pdfDidactic Engineering in the Development of Numerical Thinking.pdfapplication/pdf233205https://repositorio.ufps.edu.co/bitstream/ufps/795/1/Didactic%20Engineering%20in%20the%20Development%20of%20Numerical%20Thinking.pdf0ae32486daf2a88337a398de7c32fce5MD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.ufps.edu.co/bitstream/ufps/795/2/license.txt2f9959eaf5b71fae44bbf9ec84150c7aMD52open accessTEXTDidactic Engineering in the Development of Numerical Thinking.pdf.txtDidactic Engineering in the Development of Numerical Thinking.pdf.txtExtracted texttext/plain24305https://repositorio.ufps.edu.co/bitstream/ufps/795/3/Didactic%20Engineering%20in%20the%20Development%20of%20Numerical%20Thinking.pdf.txta33bc81ef063b4f8e73cb35019c030bdMD53open accessTHUMBNAILDidactic Engineering in the Development of Numerical Thinking.pdf.jpgDidactic 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 incorporada 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.
0000-0001-8285-2968e1db451514df4d6eb054b4e8e3bf1e426000000-0003-4377-390365e8d56df3770f30fa301932661912126000000-0002-7988-036705763c8795bfefb15a0fb9c1ea3eff06600 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