<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892024000300065</article-id>
<article-id pub-id-type="doi">10.24844/em3603.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un estudio de la redención matemática en docentes mexicanos]]></article-title>
<article-title xml:lang="en"><![CDATA[A study of mathematical redemption in mexican teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Torres]]></surname>
<given-names><![CDATA[Blanca Yareli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García González]]></surname>
<given-names><![CDATA[María del Socorro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>36</volume>
<numero>3</numero>
<fpage>65</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892024000300065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892024000300065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892024000300065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La redención matemática se refiere a un proceso de reconstrucción de la relación personal de un sujeto hacia las matemáticas, en el que cambia de una relación negativa a una relación positiva. A partir de este concepto, se desarrolló una investigación cualitativa cuyo objetivo fue identificar la presencia de la redención matemática en 249 docentes en servicio de educación básica en México y conocer los factores motivadores y de desmotivación que están intrínsecos en el fenómeno. La recopilación de datos se basó en el uso de narrativas examinadas desde el análisis temático y el modelo hipotético del proceso de redención matemática. Los resultados revelaron la existencia del fenómeno en 117 docentes. Entre ellos, la superación personal se destacó como el factor motivador más mencionado, mientras que los docentes que previamente les enseñaron matemáticas, fueron identificados como el principal factor de desmotivación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Mathematical redemption refers to a process of reconstruction of the personal relationship of a subject toward mathematics, in which he/she changes from a negative to a positive relationship. Based on this concept, qualitative research was developed to identify the presence of mathematical redemption in 249 teachers in basic education in Mexico and to know the phenomenon&#8217;s intrinsic motivating and demotivating factors. Data collection was based on the use of narratives examined through thematic analysis and the hypothetical model of the mathematical redemption process. The results revealed the existence of the phenomenon in 117 teachers. Among them, self-improvement stood out as the most mentioned motivating factor, while teachers who had previously taught them mathematics were identified as the main demotivating factor.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Redención matemática]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[narrativas]]></kwd>
<kwd lng="es"><![CDATA[desmotivación]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="en"><![CDATA[Mathematical redemption]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[narratives]]></kwd>
<kwd lng="en"><![CDATA[demotivation]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ajzen]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<source><![CDATA[Attitudes, personality, and behaviour]]></source>
<year>1988</year>
<publisher-name><![CDATA[Open University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bartolini]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Martignone]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Manipulatives in mathematics education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lerman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Encyclopedia of mathematics education]]></source>
<year>2014</year>
<page-range>365-72</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bazán-Ramírez]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández-Padilla]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Castellanos-Simons]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educación y apoyo familiar, y logro en matemáticas en dos contextos sociodemográficos diferentes]]></article-title>
<source><![CDATA[Propósitos y Representaciones]]></source>
<year>2022</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using thematic analysis in psychology]]></article-title>
<source><![CDATA[Qualitative Research in Psychology]]></source>
<year>2006</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-101</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coppola]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Di Martino]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Pacelli]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Sabena]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inside teachers&#8217; affect teaching as an occasion for math-redemption]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hannula]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Portaankorva-Koivisto]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Laine]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Näveri]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of MAVI 17 Conference]]></source>
<year>2013</year>
<page-range>203-15</page-range><publisher-name><![CDATA[Finnish Research Association for Subject Didactics]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cortés]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[García-González]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Autoeficacia de estudiantes de posgrado en Matemática Educativa: el caso de México]]></article-title>
<source><![CDATA[Bolema-Boletín de Educación Matemática]]></source>
<year>2023</year>
<volume>37</volume>
<numero>77</numero>
<issue>77</issue>
<page-range>1171-91</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Di Martino]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Coppola]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Mollo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pacelli]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Sabena]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pre-service primary teachers&#8217; emotions: The math-redemption phenomenon]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lindmeier]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Heinze]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education]]></source>
<year>2013</year>
<volume>2</volume>
<page-range>225-32</page-range><publisher-name><![CDATA[PME]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Di Martino]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Sabena]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Elementary pre-service teachers&#8217; emotions: Shadows from the past to the future]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Kislenko]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Current state of research on mathematical beliefs XVI]]></source>
<year>2011</year>
<page-range>89-105</page-range><publisher-name><![CDATA[Institute of Mathematics and Natural Sciences]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Di Martino]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Zan]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Me and maths&#8217;: Towards a definition of attitude grounded on students&#8217; narratives]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2010</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>27-48</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García-González]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez-Sierra]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The history of a teacher&#8217;s relief of his mathematics anxiety: the case of Diego]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2020</year>
<volume>103</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>273-91</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez-Chacón]]></surname>
<given-names><![CDATA[I. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Marbán]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Afecto y conocimiento profesional docente en matemáticas]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Badillo]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Climent]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[M. T.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación sobre el profesor de matemáticas: formación, práctica de aula, cono-cimiento y competencia profesional]]></source>
<year>2019</year>
<page-range>397-416</page-range><publisher-name><![CDATA[Ediciones Universidad Salamanca]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hidalgo]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Maroto]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Palacios]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El perfil emocional matemático como predictor de rechazo escolar: relación con las destrezas y los conocimientos desde una perspectiva evolutiva]]></article-title>
<source><![CDATA[Educación Matemática]]></source>
<year>2005</year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>89-116</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="">
<collab>Instituto Nacional para la Evaluación de la Educación</collab>
<source><![CDATA[Los docentes en México. Informe 2015]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jacobson]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Izsák]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge and motivation as mediators in mathematics teaching practice: The case of drawn models for fraction arithmetic]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2015</year>
<volume>18</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>467-88</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kaasila]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Hannula]]></surname>
<given-names><![CDATA[M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Laine]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Pehkonen]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Socio-emotional orientations and teacher change]]></article-title>
<source><![CDATA[Educational Studies in Mathematics]]></source>
<year>2007</year>
<volume>67</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>111-23</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez-Padrón]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[De Tejada-Lagonell]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[García-González]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Resilience in mathematics learners]]></article-title>
<source><![CDATA[Revista Electrónica Educare]]></source>
<year>2022</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martínez-Sierra]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Arellano-García]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández-Moreno]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Nava]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Daily emotional experiences of a high school mathematics teacher in the classroom: A qualitative experience-sampling method]]></article-title>
<source><![CDATA[International Journal of Science and Mathematics Education]]></source>
<year>2019</year>
<volume>17</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>591-611</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Middleton]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Motivation in Mathematics Learning]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lerman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Encyclopedia of Mathematics Education]]></source>
<year>2020</year>
<edition>2nd ed.</edition>
<page-range>635-7</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ortony]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Clore]]></surname>
<given-names><![CDATA[G. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Collins]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mayoral]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[The cognitive structure of emotions]]></source>
<year>1996</year>
<publisher-name><![CDATA[Siglo XXI]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quintanilla]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Gallardo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Emociones en matemáticas]]></article-title>
<source><![CDATA[Uno, Revista de Didáctica de las Matemáticas]]></source>
<year>2020</year>
<volume>88</volume>
<numero>26</numero>
<issue>26</issue>
<page-range>4-6</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Lo biográfico en sociología. Entre la diversidad de contenidos y la necesidad de especificar conceptos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Tarrés]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Observar, escuchar y comprender. Sobre la tradición cualitativa en la investigación social]]></source>
<year>2008</year>
<edition>1ra ed.</edition>
<page-range>171-97</page-range><publisher-name><![CDATA[Porrúa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rothbauer]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Triangulation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Given]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[The SAGE encyclopedia of qualitative research methods]]></source>
<year>2008</year>
<page-range>892-4</page-range><publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sabena]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Coppola]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Di Martino]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Pacelli]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Crucial event in pre-service primary teachers´ mathematical experience]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Beswick]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Muir]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Fielding-Well]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Proceedings of the XXXIX Conference of the International Group for the Psy-chology of Mathematics Education]]></source>
<year>2015</year>
<volume>2</volume>
<page-range>201-8</page-range><publisher-name><![CDATA[PME]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="">
<collab>Secretaría de Educación Pública</collab>
<source><![CDATA[Marco curricular y plan de estudios 2022 de la educación básica mexicana]]></source>
<year>2022</year>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stoehr]]></surname>
<given-names><![CDATA[K. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Building the wall brick by brick: One prospective teacher&#8217;s experiences with mathematics anxiety]]></article-title>
<source><![CDATA[Journal of Mathematics Teacher Education]]></source>
<year>2017</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>119-39</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tarrés]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Observar, escuchar y comprender. Sobre la tradición cualitativa en la investigación social]]></source>
<year>2008</year>
<publisher-name><![CDATA[Porrúa]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
