<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362018000200183</article-id>
<article-id pub-id-type="doi">10.12802/relime.18.2123</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The affective domain in learning mathematics according to students&#8217; gender]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojo Robas]]></surname>
<given-names><![CDATA[Vanesa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villarroel Villamor]]></surname>
<given-names><![CDATA[José Domingo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madariaga Orbea]]></surname>
<given-names><![CDATA[José María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del País Vasco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>183</fpage>
<lpage>202</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362018000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362018000200183&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362018000200183&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The performance in mathematics, the reduction of science as a vocation in university studies, as well as the demotivation and unfavourable attitudes towards mathematics generated in Secondary Education are a reason for concern. This research focuses on the affective implications tied to learning mathematics during Secondary Education, with an insight into explanatory variables such as attitudes, motivation and beliefs and their differences according to sex. The results obtained by girls show worse motivation and mathematical self-concept, as well as a less favourable attitude towards mathematics than boys. Out of 42 beliefs about mathematics, 13 show a gender difference; 10 of which belong to the category beliefs about teaching of mathematics, and of these, 5 have median effect size.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El rendimiento en matemáticas, la disminución de vocaciones en los estudios universitarios de ciencias, así como la desmotivación y las actitudes desfavorables hacia las matemáticas que se generan en la educación secundaria son motivo de preocupación. esta investigación se centra en las implicaciones afectivas vinculadas con el aprendizaje de las matemáticas durante la educación secundaria y profundiza en variables explicativas tales como actitudes, motivación y creencias y sus diferencias en función del sexo. los resultados obtenidos por las chicas muestran peor motivación y autoconcepto matemático, así como una actitud hacia las matemáticas más desfavorable que los chicos. además, de un total de 42 creencias sobre las matemáticas, 10 de las 13 que muestran diferencias de género pertenecen a la categoría de creencias sobre la enseñanza de las matemáticas y de ellas cinco se consideran de efecto mediano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Matemática realização, em declínio vocações na ciência faculdade e desmotivação e atitudes desfavoráveis em relação matemática gerados no ensino secundário, são motivo de preocupação. Esta pesquisa enfoca as implicações emocionais associados com a aprendizagem da matemática para o ensino secundário, aprofundando variáveis explicativas, como atitudes, motivação e crenças e suas diferenças por sexo. Os resultados obtidos pelas meninas mostram pior auto-conceito motivação e matemática e atitude para o pior matemática do que os rapazes. Além disso, um total de 42 crenças sobre matemática, 10 das 13 diferenças de género mostrando pertencem à categoria de crenças sobre o ensino da matemática e de que 5 tem tamanho médio efeito.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé : Les résultats en mathématiques, le déclin des vocations dans les études universitaires en sciences et la démotivation et les attitudes défavorables envers les mathématiques générées dans l&#8217;enseignement Secondaire sont préoccupantes. Cette recherche porte sur les implications affectives liées à l&#8217;apprentissage des mathématiques pour l&#8217;enseignement Secondaire, et en approfondissant des variables explicatives telles que les attitudes, la motivation et les croyances et leurs différences par sexe. Les résultats obtenus par les filles montrent pire concept de soi motivation pour les mathématiques, et attitude envers les mathématiques, que les garçons. En outre, d&#8217;un total de 42 croyances sur les mathématiques, 10 des 13 qui présentant des différences entre les sexes, appartiennent à la catégorie des croyances sur l&#8217;enseignement des mathématiques et dont, cinq ont une taille d&#8217;effet moyenne.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[actitudes]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[creencias]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="en"><![CDATA[attitudes]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
<kwd lng="en"><![CDATA[mathematics learning]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Secundário]]></kwd>
<kwd lng="pt"><![CDATA[atitudes]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[crenças]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem da matemática]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement secondaire]]></kwd>
<kwd lng="fr"><![CDATA[attitudes]]></kwd>
<kwd lng="fr"><![CDATA[motivation]]></kwd>
<kwd lng="fr"><![CDATA[croyances]]></kwd>
<kwd lng="fr"><![CDATA[apprentissage des mathématiques]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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