<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982021000300076</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2021.173.59772</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desempeño matemático. Evaluación por rúbricas en los primeros grados de educación básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical performance: Rubric evaluations in the first grades of primary education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ordaz Villegas]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acle Tomasini]]></surname>
<given-names><![CDATA[Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Estudios Superiores ]]></institution>
<addr-line><![CDATA[Zaragoza Ciudad de México]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Estudios Superiores Zaragoza ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>43</volume>
<numero>173</numero>
<fpage>76</fpage>
<lpage>93</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982021000300076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982021000300076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982021000300076&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente trabajo de investigación fue evaluar el perfil de desempeño matemático de alumnos de los tres primeros años de educación primaria a través de un sistema de rúbricas. Participaron 444 alumnos de escuelas públicas mexicanas. Las edades fluctuaron de 6 a 9 años con media de 7.39 (SD=.951). El instrumento utilizado fue Evaluación del Logro Matemático, aplicado individualmente. El análisis por rúbricas permitió establecer los niveles de adquisición de los aprendizajes matemáticos de manera general y por grado escolar. Se identificaron fortalezas, como la construcción del número, y áreas con desempeño insuficiente, y la resolución de problemas aditivos, que pueden generar dificultades para la adquisición de conocimientos nuevos y más avanzados. Al obtener información detallada sobre el desempeño matemático de los alumnos a través del sistema de rúbricas, el docente podrá generar estrategias preventivas y remediales adecuadas y oportunas para facilitar los aprendizajes planeados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main goal of this research was to evaluate the mathematical performance of students from the first three years of primary education, through a rubric system. It featured a total of 444 students from Mexican public schools from ages 6 to 9 and with a mean grade of 7.39 (SD = .951). In order to achieve this, we used the Assessment of Mathematical Achievement instrument, which was applied individually. The rubric analysis allowed us to establish the acquisition levels of mathematical learning both in general and by school grade. We identified strengths, such as number construction; as well as problematic areas, such as the ability to solve additive problems, which can create further difficulties for the acquisition of new and more advanced knowledge. By obtaining detailed information on the mathematical performance of students through rubrics, the teacher will be able to generate appropriate and timely preventive and remedial strategies to facilitate the student&#8217;s required learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[Evaluación del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Evaluación educativa]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Problemas de aprendizaje en matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Primary education]]></kwd>
<kwd lng="en"><![CDATA[Learning assessment]]></kwd>
<kwd lng="en"><![CDATA[Educational assessment]]></kwd>
<kwd lng="en"><![CDATA[Math teaching]]></kwd>
<kwd lng="en"><![CDATA[Math learning]]></kwd>
<kwd lng="en"><![CDATA[Math learning problems]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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