Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education
This report is generated from a sample of 31 professionals working as math teachers in the basic and middle education levels on six different private institutions located in the urban area of San José de Cúcuta, Colombia. An instrument that takes as reference the five mathematical processes mentione...
- Autores:
-
Fernández-Cézar, Raquel
Prada Nuñez, Raul
HERNANDEZ SUAREZ, CESAR AUGUSTO
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Universidad Francisco de Paula Santander
- Repositorio:
- Repositorio Digital UFPS
- Idioma:
- eng
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- oai:repositorio.ufps.edu.co:ufps/1291
- Acceso en línea:
- http://repositorio.ufps.edu.co/handle/ufps/1291
- Palabra clave:
- Mathematics
NCTM
Mathematical Processes
Solving problems
Matemáticas
NCTM
Procesos matemáticos
Resolución de problemas
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education |
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Procesos matemáticos y práctica pedagógica: caracterización de los docentes de educación básica y media |
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Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education |
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Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education Mathematics NCTM Mathematical Processes Solving problems Matemáticas NCTM Procesos matemáticos Resolución de problemas |
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Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education |
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Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education |
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Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education |
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Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education |
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Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education |
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Fernández-Cézar, Raquel Prada Nuñez, Raul HERNANDEZ SUAREZ, CESAR AUGUSTO |
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Fernández-Cézar, Raquel Prada Nuñez, Raul HERNANDEZ SUAREZ, CESAR AUGUSTO |
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Mathematics NCTM Mathematical Processes Solving problems |
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Mathematics NCTM Mathematical Processes Solving problems Matemáticas NCTM Procesos matemáticos Resolución de problemas |
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Matemáticas NCTM Procesos matemáticos Resolución de problemas |
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This report is generated from a sample of 31 professionals working as math teachers in the basic and middle education levels on six different private institutions located in the urban area of San José de Cúcuta, Colombia. An instrument that takes as reference the five mathematical processes mentioned on the Principles and Standards for the Mathematical Education of the National Council of Teachers of Mathematics – NCTM – 2003, in total 36 items, was applied. Derived from the processing of the recollected data, the poor establishment of connections with other areas of knowledge is identified as the main weakness in the pedagogic practice of the educator. Reflections about the consequences of the impact that it can have on the teaching process appear: Mathematics are shown as an isolated knowledge, disconnected from the educative system and the everyday. It concludes in that, in one way or another, affects the motivation of the student in the learning of mathematics. Actions are proposed to encourage the connections with more areas in the teaching practice. |
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2020 |
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2020-04-16 |
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2021-11-23T16:50:05Z |
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2021-11-23T16:50:05Z |
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eng |
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Espacios ISSN: 0798-1015, 2020 vol:41 fasc: 13 págs: 1 - 4 |
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Vol. 41, No. 13 (2020) |
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4 |
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13 (2020) |
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Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education. (2020). Espacios, 41(13), Artículo 0798 1015. https://www.revistaespacios.com/a20v41n13/20411308.html |
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Fernández-Cézar, Raquel6e357a62ea5757fa6a8d7d87c280ac14600Prada Nuñez, Raul4041bc014f9b5efbfb51661f6e33594b600HERNANDEZ SUAREZ, CESAR AUGUSTOe68aa9e1677f4d5e4b155d813077e7506002021-11-23T16:50:05Z2021-11-23T16:50:05Z2020-04-16http://repositorio.ufps.edu.co/handle/ufps/1291This report is generated from a sample of 31 professionals working as math teachers in the basic and middle education levels on six different private institutions located in the urban area of San José de Cúcuta, Colombia. An instrument that takes as reference the five mathematical processes mentioned on the Principles and Standards for the Mathematical Education of the National Council of Teachers of Mathematics – NCTM – 2003, in total 36 items, was applied. Derived from the processing of the recollected data, the poor establishment of connections with other areas of knowledge is identified as the main weakness in the pedagogic practice of the educator. Reflections about the consequences of the impact that it can have on the teaching process appear: Mathematics are shown as an isolated knowledge, disconnected from the educative system and the everyday. It concludes in that, in one way or another, affects the motivation of the student in the learning of mathematics. Actions are proposed to encourage the connections with more areas in the teaching practice.Esta investigación se genera de una muestra de 31 profesionales que trabajan como docentes de matemáticas en los niveles de la Educación Básica en seis instituciones privadas en el casco urbano de San José de Cúcuta – Colombia. El instrumento aplicado toma como referencia los cinco procesos matemáticos mencionados en los Principios y Estándares para la Educación matemática definidos por el Concejo Nacional de Profesores de Matemáticas – Estados Unidos, con un total de 36 ítems. Se identifica, derivado del tratamiento de los datos recogidos, la principal debilidad en la práctica pedagógica de los profesores, el escaso establecimiento de conexiones con otras áreas del conocimiento. Se concluye que esto, de una manera u otra, afecta la motivación del estudiante en el aprendizaje de las matemáticas.4 páginasapplication/pdfengEspaciosVenezuelaEspacios ISSN: 0798-1015, 2020 vol:41 fasc: 13 págs: 1 - 4Vol. 41, No. 13 (2020)413 (2020)141Mathematical processes and pedagogic practice: Characterization of the teachers in basic and middle education. (2020). Espacios, 41(13), Artículo 0798 1015. https://www.revistaespacios.com/a20v41n13/20411308.htmlEspaciosThis work is under a Creative Commons Attribution- NonCommercial-NoDerivative 4.0 International Licenseinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2https://www.revistaespacios.com/a20v41n13/20411308.htmlMathematical processes and pedagogic practice: Characterization of the teachers in basic and middle educationProcesos matemáticos y práctica pedagógica: caracterización de los docentes de educación básica y mediaArtículo 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_970fb48d4fbd8a85MathematicsNCTMMathematical ProcessesSolving problemsMatemáticasNCTMProcesos matemáticosResolución de problemasBarrera-Osorio, F., Maldonado, D., & Rodríguez, C. (2012). Calidad de la educación básica y media en Colombia: diagnóstico y propuestas. Universidad del Rosario. Retrieved from: http://repository.urosario.edu.co/handle/10336/10907Casassus, J., Cusato, S., Froemel, J. E., & Palafox, J. C. (2000). Primer estudio internacional comparativo: sobre lenguaje, matemática y factores asociados para alumnos del tercer y cuarto grado de la educación básica Segundo Informe. Santiago de Chile: UNESCO. Retrieved from: https://educationinnovations.org/sites/default/files/UNESCO-%20Primer%20estudio%20internacional%20comparativo_0.pdfDelgado, M. (2014). La educación básica y media en Colombia: retos en equidad y calidad. Bogotá, Colombia: Fedesarrollo – Centro de Investigación Económica y Social. Retrieved from: https://www.repository.fedesarrollo.org.co/handle/11445/190Díaz, M. V., & Poblete, Á. (2001). Contextualizando tipos de problemas matemáticos en el aula. Números. Revista de didáctica de las matemáticas, 45, 33-41. Retrieved from: http://www.sinewton.org/numeros/numeros/45/Articulo03.pdfDuque, P. A., Vallejo, S. L., & Rodríguez, J. C. (2016). Prácticas pedagógicas y su relación con el desempeño académico (trabajo de maestría). Universidad de Manizales – CINDE, Manizales, Colombia. Retrieved from: http://ridum.umanizales.edu.co:8080/jspui/bitstream/6789/1254/1/Practicas%20pedagogicas%20y%20su%20relacion%20con%20el%20desempe%C3%B1o%20academico.pdfDuval, R. (2006). Un tema crucial en la educación matemática: La habilidad para cambiar el registro de representación. La Gaceta de la Real Sociedad Matemática Española, 9(1), 143-168. Retrieved from: http://gaceta.rsme.es/abrir.php?id=546Fernández, R., Hernández, C. A., Prada, R. & Ramírez, P. (2018). Dominio afectivo y prácticas pedagógicas de docentes de Matemáticas. Revista Espacios. 39(23), 25. Retrieved from: https://www.revistaespacios.com/a18v39n23/a18v39n23p25.pdfGamboa-Suárez, A. A. (2016). Docencia, investigación y gestión: Reflexiones sobre su papel en la calidad de la educación superior. Revista Perspectivas, 1(1), 81-90. DOI: https://doi.org/10.22463/25909215.973Gómez, P. (2010). Diseño curricular en Colombia: el caso de las matemáticas. Granada: Universidad de Granada. Retrieved from: http://funes.uniandes.edu.co/651/1/Gomez2010Diseno.pdfHernández-Suárez, C. A., Prada-Núñez, R., & Gamboa-Suárez, A.A. (2017). Conocimiento y uso del lenguaje matemático en la formación inicial de docentes en matemáticas. Revista de Investigación Desarrollo e Innovación, 7(2), 287-299. DOI: https://doi.org/10.19053/20278306.v7.n2.2017.6071Hunt, B. C. (2009). Efectividad del desempeño docente. Una reseña de la literatura internacional y su relevancia para mejorar la educación en América Latina. PREAL: Programa de Promoción de la Reforma Educativa en América Latina y el Caribe. Retrieved from: https://www.oei.es/historico/pdf2/documento_preal43.pdfNational Council of Teacher of Mathematics. (2013). Supporting the Common Core State Standards for Mathematics. Reston, Virginia: NTCM. Retrieved from: https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/Common%20Core%20State%20Standards.pdfRaczynski, D., & Muñoz, G. (2005). Efectividad escolar y cambio educativo en condiciones de pobreza en Chile. Santiago de Chile: Gobierno de Chile – Ministerio de Educación. Retrieved from: https://www.gse.upenn.edu/pdf/Efectividad%20Escolar.pdfSantaolalla, E. (2009). Matemáticas y estilos de aprendizaje. Journal of Learning Styles, 2(4), 56-69. Retrieved from: http://learningstyles.uvu.edu/index.php/jls/article/view/169Zuleta, O. (2005). La pedagogía de la pregunta.: Una contribución para el aprendizaje. Educere, 9(28), 115-119. 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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.
0000-0001-6145-17864041bc014f9b5efbfb51661f6e33594b6000000-0002-7974-5560e68aa9e1677f4d5e4b155d813077e750600 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