The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making
This research explores the potential of ethnomathematical and mathematical connections in fostering meaningful learning through problem-solving in brick-making. Despite the importance of such connections in mathematics education, students often struggle with contextualized verbal problems related to...
- Autores:
-
Rodríguez Nieto, Camilo Andrés
Pabón Navarro, María Luisa
Cantillo Rudas, Benilda María
Sudirman
Moll, Vicenç Font
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2025
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/14177
- Acceso en línea:
- https://hdl.handle.net/11323/14177
https://repositorio.cuc.edu.co/
- Palabra clave:
- Mathematical and ethnomathematical connections
Mathematics education
Meaningful learning
Ontosemiotic approach
Pre-service mathematics teachers
- Rights
- openAccess
- License
- Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)
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The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making |
| title |
The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making |
| spellingShingle |
The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making Mathematical and ethnomathematical connections Mathematics education Meaningful learning Ontosemiotic approach Pre-service mathematics teachers |
| title_short |
The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making |
| title_full |
The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making |
| title_fullStr |
The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making |
| title_full_unstemmed |
The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making |
| title_sort |
The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making |
| dc.creator.fl_str_mv |
Rodríguez Nieto, Camilo Andrés Pabón Navarro, María Luisa Cantillo Rudas, Benilda María Sudirman Moll, Vicenç Font |
| dc.contributor.author.none.fl_str_mv |
Rodríguez Nieto, Camilo Andrés Pabón Navarro, María Luisa Cantillo Rudas, Benilda María Sudirman Moll, Vicenç Font |
| dc.subject.proposal.eng.fl_str_mv |
Mathematical and ethnomathematical connections Mathematics education Meaningful learning Ontosemiotic approach Pre-service mathematics teachers |
| topic |
Mathematical and ethnomathematical connections Mathematics education Meaningful learning Ontosemiotic approach Pre-service mathematics teachers |
| description |
This research explores the potential of ethnomathematical and mathematical connections in fostering meaningful learning through problem-solving in brick-making. Despite the importance of such connections in mathematics education, students often struggle with contextualized verbal problems related to daily life. A qualitative ethnographic methodology involved a workshop divided into three stages. Fourteen pre-service mathematics teachers in northern Colombia enrolled in an ethnomathematics course participated. Participant observation was used during the workshop to document how students solved problems and engaged with the material. Data analysis was guided by the Extended Theory of Connections and the Onto-semiotic Approach. The study examined the mathematics emerging from brick production, focusing on problems involving area, volume, and proportional reasoning. Ethnomathematical connections were emphasized, providing a foundation for pre-service teachers to solve problems related to the area and volume of bricks. Various mathematical connections were identified, such as representation, procedural understanding, meaning, and modelling. The research concluded with feedback from researchers, highlighting the educational potential of integrating mathematics with real-world tasks like brick-making. This study provides valuable insights for pre-service teachers in designing contextualized, meaningful math problems. |
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2025 |
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2025-04-25T23:00:11Z |
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2025-04-25T23:00:11Z |
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2025-02-27 |
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Rodríguez-Nieto, C. A., Pabón-Navarro, M. L., Cantillo-Rudas, B. M., Sudirman, S., & Moll, V. F. (2025). The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making. Infinity Journal, 14(2), 419-444. https://doi.org/10.22460/infinity.v14i2.p419-444 |
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2089-6867 |
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https://hdl.handle.net/11323/14177 |
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10.22460/infinity.v14i2.p419-444 |
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2460-9285 |
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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., Pabón-Navarro, M. L., Cantillo-Rudas, B. M., Sudirman, S., & Moll, V. F. (2025). The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making. Infinity Journal, 14(2), 419-444. https://doi.org/10.22460/infinity.v14i2.p419-444 2089-6867 10.22460/infinity.v14i2.p419-444 2460-9285 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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eng |
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Infinity Journal |
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Abah, J. A., Atondo, G. T., & Kwaghwa, J. T. (2020). The ethnomathematics of indigenous burnt bricks production in the Benue Valley. VillageMath Educational Review (VER), 1(1), 11-25. Afgani, M. W., & Paradesa, R. (2021). PISA-like problems using Islamic ethnomathematics approach. Infinity Journal, 10(2), 203-216. https://doi.org/10.22460/infinity.v10i2.p203-216 Alarcón-Anco, R. J., & de la Cruz, H. N. F. (2021). Aplicación de algoritmos etnomatemáticos en el aprendizaje significativo de estudiantes universitarios. INNOVA Research Journal, 6(1), 195-215. https://doi.org/10.33890/innova.v6.n1.2021.1522 Aroca-Araújo, A. (2022). A didactic approach of the ethnomathematics program. Tecné, Episteme y Didaxis: TED(52), 211-248. Aroca-Araujo, A., Blanco-Álvarez, H., & Gil, D. (2016). Etnomatemática y formación inicial de profesores de matemáticas: el caso colombiano. Revista Latinoamericana de Etnomatemática Perspectivas Socioculturales de la Educación Matemática, 9(2), 85-102. Ausubel, D. (1983). Teoría del aprendizaje significativo. Fascículos de CEIF, 1, 1-10. Blanco, M. A., Blanco, M. E., & Hinojo, B. T. V. (2021). Actividades de bienestar emocional propuesta para el desarrollo del aprendizaje significativo en tiempos de postpandemia [Emotional well-being activities proposed for the development of meaningful learning in post-pandemic times]. Conrado, 17(80), 330-338. Bryce, T. G. K., & Blown, E. J. (2024). Ausubel’s meaningful learning re-visited. Current Psychology, 43(5), 4579-4598. https://doi.org/10.1007/s12144-023-04440-4 Businskas, A. M. (2010). Conversations about connections : How secondary mathematics teachers conceptualize and contend with mathematical connections. Dissertation. Simon Fraser University. Retrieved from https://baclac.on.worldcat.org/oclc/755208445 Campos-Capcha, B. B., Mathews, W. G., & Pérez, C. W. D. (2023). Etnomatemática como estrategia de aprendizaje en los niños [Ethno-mathematics as a learning strategy for children ]. Horizontes. Revista de Investigación En Ciencias de La Educación, 7(29), 1289-1300. https://doi.org/10.33996/revistahorizontes.v7i29.591 Cantillo-Rudas, B. M., Rodríguez-Nieto, C. A., Moll, V. F., & Rodríguez-Vásquez, F. M. (2024). Mathematical and neuro-mathematical connections activated by a teacher and his student in the geometric problems-solving: A view of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2522. https://doi.org/10.29333/ejmste/15470 Cantoral, R., Montiel, G., & Reyes-Gasperini, D. (2015). El programa socioepistemológico de investigación en Matemática Educativa: el caso de Latinoamérica [Socioepistemological program of Mathematics Education Research: the Latin America's case]. Revista latinoamericana de investigación en matemática educativa, 18(1), 5-17. https://doi.org/10.12802/relime.13.1810 Castro-Inostroza, A., Rodríguez-Nieto, C. A., Aravena-Pacheco, L., Loncomilla-Gallardo, A., & Pizarro-Cisternas, D. (2020). Nociones matemáticas evidenciadas en la práctica cotidiana de un carpintero del sur de Chile [Mathematical notions evidenced in the daily practice of a carpenter from south Chile]. Revista Científica, 39(3), 278- 295. https://doi.org/10.14483/23448350.16270 Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge. https://doi.org/10.4324/9780203224342 Cordero Tigsi, C. M., & Segarra Tenesaca, A. S. (2023). Rincón de música para el fortalecimiento del aprendizaje significativo en educación infantil familiar comunitaria en la escuela de educación intercultural bilingüe “mushuc ñan” Tungurahua Thesis. Universidad Nacional de Educación]. Retrieved from http://201.159.222.12:8080/handle/56000/3107 D’Ambrosio, U. (2020). Ethnomathematics: past and future. Revemop, 2. 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: Boletim de Educação Matemática, 31(57), 158- 180. https://doi.org/10.1590/1980-4415v31n57a08 Downton, A., & Livy, S. (2022). Insights into students’ geometric reasoning relating to prisms. International Journal of Science and Mathematics Education, 20(7), 1543- 1571. https://doi.org/10.1007/s10763-021-10219-5 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 Evitts, T. A. (2004). Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula. Dissertation. The Pennsylvania State University. |
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Atribución-CompartirIgual 4.0 Internacional (CC BY-SA 4.0)© 2025, STKIP Siliwangi Bandung (IKIP Siliwangi). All rights reserved.https://creativecommons.org/licenses/by-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Rodríguez Nieto, Camilo Andrésvirtual::1146-1Pabón Navarro, María LuisaCantillo Rudas, Benilda MaríaSudirmanMoll, Vicenç Font2025-04-25T23:00:11Z2025-04-25T23:00:11Z2025-02-27Rodríguez-Nieto, C. A., Pabón-Navarro, M. L., Cantillo-Rudas, B. M., Sudirman, S., & Moll, V. F. (2025). The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making. Infinity Journal, 14(2), 419-444. https://doi.org/10.22460/infinity.v14i2.p419-4442089-6867https://hdl.handle.net/11323/1417710.22460/infinity.v14i2.p419-4442460-9285Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This research explores the potential of ethnomathematical and mathematical connections in fostering meaningful learning through problem-solving in brick-making. Despite the importance of such connections in mathematics education, students often struggle with contextualized verbal problems related to daily life. A qualitative ethnographic methodology involved a workshop divided into three stages. Fourteen pre-service mathematics teachers in northern Colombia enrolled in an ethnomathematics course participated. Participant observation was used during the workshop to document how students solved problems and engaged with the material. Data analysis was guided by the Extended Theory of Connections and the Onto-semiotic Approach. The study examined the mathematics emerging from brick production, focusing on problems involving area, volume, and proportional reasoning. Ethnomathematical connections were emphasized, providing a foundation for pre-service teachers to solve problems related to the area and volume of bricks. Various mathematical connections were identified, such as representation, procedural understanding, meaning, and modelling. The research concluded with feedback from researchers, highlighting the educational potential of integrating mathematics with real-world tasks like brick-making. This study provides valuable insights for pre-service teachers in designing contextualized, meaningful math problems.26 páginasapplication/pdfengSTKIP Siliwangi Bandung (IKIP Siliwangi)Indonesiahttps://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/5187The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-makingArtículo 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_970fb48d4fbd8a85Infinity JournalAbah, J. A., Atondo, G. T., & Kwaghwa, J. T. (2020). The ethnomathematics of indigenous burnt bricks production in the Benue Valley. VillageMath Educational Review (VER), 1(1), 11-25.Afgani, M. W., & Paradesa, R. (2021). PISA-like problems using Islamic ethnomathematics approach. Infinity Journal, 10(2), 203-216. https://doi.org/10.22460/infinity.v10i2.p203-216Alarcón-Anco, R. J., & de la Cruz, H. N. F. (2021). Aplicación de algoritmos etnomatemáticos en el aprendizaje significativo de estudiantes universitarios. INNOVA Research Journal, 6(1), 195-215. https://doi.org/10.33890/innova.v6.n1.2021.1522Aroca-Araújo, A. (2022). A didactic approach of the ethnomathematics program. Tecné, Episteme y Didaxis: TED(52), 211-248.Aroca-Araujo, A., Blanco-Álvarez, H., & Gil, D. (2016). Etnomatemática y formación inicial de profesores de matemáticas: el caso colombiano. Revista Latinoamericana de Etnomatemática Perspectivas Socioculturales de la Educación Matemática, 9(2), 85-102.Ausubel, D. (1983). Teoría del aprendizaje significativo. Fascículos de CEIF, 1, 1-10.Blanco, M. A., Blanco, M. E., & Hinojo, B. T. V. (2021). Actividades de bienestar emocional propuesta para el desarrollo del aprendizaje significativo en tiempos de postpandemia [Emotional well-being activities proposed for the development of meaningful learning in post-pandemic times]. Conrado, 17(80), 330-338.Bryce, T. G. K., & Blown, E. J. (2024). Ausubel’s meaningful learning re-visited. Current Psychology, 43(5), 4579-4598. https://doi.org/10.1007/s12144-023-04440-4Businskas, A. M. (2010). Conversations about connections : How secondary mathematics teachers conceptualize and contend with mathematical connections. Dissertation. Simon Fraser University. Retrieved from https://baclac.on.worldcat.org/oclc/755208445Campos-Capcha, B. B., Mathews, W. G., & Pérez, C. W. D. (2023). Etnomatemática como estrategia de aprendizaje en los niños [Ethno-mathematics as a learning strategy for children ]. Horizontes. Revista de Investigación En Ciencias de La Educación, 7(29), 1289-1300. https://doi.org/10.33996/revistahorizontes.v7i29.591Cantillo-Rudas, B. M., Rodríguez-Nieto, C. A., Moll, V. F., & Rodríguez-Vásquez, F. M. (2024). Mathematical and neuro-mathematical connections activated by a teacher and his student in the geometric problems-solving: A view of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2522. https://doi.org/10.29333/ejmste/15470Cantoral, R., Montiel, G., & Reyes-Gasperini, D. (2015). El programa socioepistemológico de investigación en Matemática Educativa: el caso de Latinoamérica [Socioepistemological program of Mathematics Education Research: the Latin America's case]. Revista latinoamericana de investigación en matemática educativa, 18(1), 5-17. https://doi.org/10.12802/relime.13.1810Castro-Inostroza, A., Rodríguez-Nieto, C. A., Aravena-Pacheco, L., Loncomilla-Gallardo, A., & Pizarro-Cisternas, D. (2020). Nociones matemáticas evidenciadas en la práctica cotidiana de un carpintero del sur de Chile [Mathematical notions evidenced in the daily practice of a carpenter from south Chile]. Revista Científica, 39(3), 278- 295. https://doi.org/10.14483/23448350.16270Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education. routledge. https://doi.org/10.4324/9780203224342Cordero Tigsi, C. M., & Segarra Tenesaca, A. S. (2023). Rincón de música para el fortalecimiento del aprendizaje significativo en educación infantil familiar comunitaria en la escuela de educación intercultural bilingüe “mushuc ñan” Tungurahua Thesis. Universidad Nacional de Educación]. Retrieved from http://201.159.222.12:8080/handle/56000/3107D’Ambrosio, U. (2020). Ethnomathematics: past and future. Revemop, 2.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: Boletim de Educação Matemática, 31(57), 158- 180. https://doi.org/10.1590/1980-4415v31n57a08Downton, A., & Livy, S. (2022). Insights into students’ geometric reasoning relating to prisms. International Journal of Science and Mathematics Education, 20(7), 1543- 1571. https://doi.org/10.1007/s10763-021-10219-5Eli, 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- 0017-0Evitts, T. A. (2004). Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula. Dissertation. The Pennsylvania State University.444419214Mathematical and ethnomathematical connectionsMathematics educationMeaningful learningOntosemiotic approachPre-service mathematics teachersPublication0b78be3e-4ca4-4657-bf35-5a63c27131b7virtual::1146-10b78be3e-4ca4-4657-bf35-5a63c27131b7virtual::1146-10000-0001-9922-4079virtual::1146-1ORIGINALThe potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making.pdfThe potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making.pdfapplication/pdf1748543https://repositorio.cuc.edu.co/bitstreams/95e0470f-efb3-4e98-9e6b-605769d1c443/downloadc170ff987ee70f808cca5c8cbd920378MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.cuc.edu.co/bitstreams/00be68a3-8ffa-4ed8-87e7-344e98a7d954/download73a5432e0b76442b22b026844140d683MD52TEXTThe potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making.pdf.txtThe potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making.pdf.txtExtracted texttext/plain74833https://repositorio.cuc.edu.co/bitstreams/2cf97ff8-f999-4f04-a28b-3e2bbc852e33/download69db9d65a6430ac4787b36bf5f9f14a1MD53THUMBNAILThe potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making.pdf.jpgThe potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making.pdf.jpgGenerated Thumbnailimage/jpeg14617https://repositorio.cuc.edu.co/bitstreams/4d973661-d845-4bf6-9085-0f3d030f24a5/download599b77a2ab34fe4fb13acd5944df10efMD5411323/14177oai:repositorio.cuc.edu.co:11323/141772025-04-26 04:01:21.734https://creativecommons.org/licenses/by-sa/4.0/© 2025, STKIP Siliwangi Bandung (IKIP Siliwangi). 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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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