<?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>2007-1833</journal-id>
<journal-title><![CDATA[Revista de psicología y ciencias del comportamiento de la Unidad Académica de Ciencias Jurídicas y Sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. de psicol. y cienc. del comport. de la Unidad Académica de Cienc. Juríd. y Sociales]]></abbrev-journal-title>
<issn>2007-1833</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Tamaulipas, Unidad Académica de Ciencias Jurídicas y Sociales]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-18332019000100087</article-id>
<article-id pub-id-type="doi">10.29059/rpcc.20190602-83</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las actitudes hacia las matemáticas de estudiantes de formación inicial de profesorado en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Attitudes towards mathematics of students of initial teacher training in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso Espinosa]]></surname>
<given-names><![CDATA[Edgar Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Santo Tomás Escuela Superior de Comercio y Administración]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>1</numero>
<fpage>87</fpage>
<lpage>103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-18332019000100087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-18332019000100087&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-18332019000100087&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo del estudio fue analizar las actitudes hacia las matemáticas en los estudiantes de formación inicial de profesorado con la finalidad determinar su valoración con respecto a las dimensiones de utilidad, dificultad, agrado, ansiedad y autoconcepto hacia esta asignatura. El tipo de investigación fue un enfoque cuantitativo con alcance correlacional. La muestra estuvo conformada por 383 participantes. El instrumento empleado fue un cuestionario con preguntas tipo Likert para obtener la información respectiva, la cual se organizó y analizó mediante la estadística descriptiva e inferencial. Los hallazgos relevantes fueron que el alumnado posee una actitud media baja hacia la dificultad, agrado, ansiedad y autoconcepto, pero con una actitud media alta hacia la utilidad. La principal conclusión fue que los participantes poseen actitudes negativas hacia las matemáticas en las categorías de agrado, ansiedad, dificultad y autoconcepto, pero reconocieron su utilidad como disciplina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of the study was to analyze the attitudes towards mathematics of students of initial teacher training in order to determine their assessment with respect to the dimensions of utility, difficulty, pleasure, anxiety and self-concept towards this subject. The type of research was a quantitative approach with a correlational scope. The sample consisted of 383 participants. The instrument used was a questionnaire with Likert type questions to obtain the respective information, which was organized and analyzed by descriptive and inferential statistics. The relevant findings were that the students have a low average attitude toward difficulty, pleasure, anxiety and self-concept, but with a high average attitude toward utility. The main conclusion was that the participants had negative attitudes towards mathematics in the categories of pleasure, anxiety, difficulty and self-concept, but they recognized its usefulness as a discipline.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación inicial del profesorado]]></kwd>
<kwd lng="es"><![CDATA[actitudes hacia las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[utilidad]]></kwd>
<kwd lng="es"><![CDATA[agrado]]></kwd>
<kwd lng="es"><![CDATA[ansiedad]]></kwd>
<kwd lng="es"><![CDATA[autoconcepto]]></kwd>
<kwd lng="en"><![CDATA[student body of the initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[attitudes towards mathematics]]></kwd>
<kwd lng="en"><![CDATA[utility]]></kwd>
<kwd lng="en"><![CDATA[pleasure]]></kwd>
<kwd lng="en"><![CDATA[anxiety]]></kwd>
<kwd lng="en"><![CDATA[self-concept]]></kwd>
</kwd-group>
</article-meta>
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