<?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>S1665-24362021000100003</article-id>
<article-id pub-id-type="doi">10.12802/relime.21.2412</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Analysis of the critical attitude of university social sciences students toward the use of computing software]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pestano]]></surname>
<given-names><![CDATA[Celina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Concepción]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[Mª. Candelaria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Laguna  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de La Laguna  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de La Laguna  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>35</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362021000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362021000100003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362021000100003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research is in the context of university mathematics education for social sciences students, in particular, in the fields of economics, business, accounting and finance. It arises from the observed deficiency in the training of students that leads them to trust the accuracy of results obtained through any specialized and widely recognized mathematical software. Some of them know that the software can be mistaken, however they believe that it will only occur in exercises at a far higher level than that affecting them, meaning those involving strictly scientific areas. The research confirms that this blind trust is true, and justifies why they should have a critical attitude toward the use of software at any level. It also provides one of multiple answers to the question that some of them ask: Why devote class time to the methods and certain steps in the algorithms if the computer can solve the exercises?]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación se enmarca en el contexto de la formación matemática universitaria de estudiantes de ciencias sociales, en particular, en el ámbito de la economía, la empresa, la contabilidad y las finanzas. Surge de la deficiencia observada en la formación de los estudiantes, lo que les lleva a confiar en la exactitud de los resultados obtenidos mediante cualquier software matemático especializado y ampliamente reconocido. Algunos de ellos saben que el software puede equivocarse, pero creen que sólo ocurrirá en ejercicios de un nivel muy superior al que les afecta, es decir, los que tienen que ver con áreas estrictamente científicas. La investigación confirma que esta confianza ciega es cierta, y justifica por qué deben tener una actitud crítica hacia el uso de software a cualquier nivel. También proporciona una de las múltiples respuestas a la pregunta que algunos de ellos se hacen: ¿Por qué dedicar tiempo de clase a los métodos y a ciertos pasos de los algoritmos si el ordenador puede resolver los ejercicios?]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa está no contexto da educação matemática universitária para estudantes de ciências sociais, em particular, nas áreas de economia, negócios, contabilidade e finanças. Ela surge da deficiência observada na formação dos estudantes que os leva a confiar na exatidão dos resultados obtidos através de qualquer software matemático especializado e amplamente reconhecido. Alguns deles sabem que o software pode estar equivocado, porém acreditam que ele só ocorrerá em exercícios de um nível muito superior ao que os afeta, ou seja, aqueles que envolvem áreas estritamente científicas. A pesquisa confirma que esta confiança cega é verdadeira, e justifica por que eles devem ter uma atitude crítica em relação ao uso de software em qualquer nível. Ela também fornece uma das múltiplas respostas à pergunta que alguns deles fazem: Por que dedicar tempo de aula aos métodos e certos passos nos algoritmos, se o computador pode resolver os exercícios?]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette recherche s&#8217;inscrit dans le contexte de l&#8217;enseignement des mathématiques à l&#8217;université pour les étudiants en sciences sociales, en particulier dans les domaines de l&#8217;économie, du commerce, de la comptabilité et de la finance. Elle découle de la déficience observée dans la formation des étudiants qui les conduit à faire confiance à l&#8217;exactitude des résultats obtenus par tout logiciel mathématique spécialisé et largement reconnu. Certains d&#8217;entre eux savent que le logiciel peut se tromper, mais ils croient que cela ne se produira que dans des exercices d&#8217;un niveau bien supérieur à celui qui les concerne, c&#8217;est-à-dire ceux impliquant des domaines strictement scientifiques. La recherche confirme que cette confiance aveugle est vraie, et justifie pourquoi ils devraient avoir une attitude critique envers l&#8217;utilisation de logiciels de tout niveau. Elle apporte également une des multiples réponses à la question que certains d&#8217;entre eux se posent : pourquoi consacrer du temps en classe aux méthodes et à certaines étapes des algorithmes si l&#8217;ordinateur peut résoudre les exercices ?]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación tecnológica]]></kwd>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento crítico y creativo]]></kwd>
<kwd lng="es"><![CDATA[Dualidad teoría-computación]]></kwd>
<kwd lng="en"><![CDATA[Technology education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Critical and creative thinking]]></kwd>
<kwd lng="en"><![CDATA[Theory-computation duality]]></kwd>
<kwd lng="pt"><![CDATA[Educação tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento crítico e criativo]]></kwd>
<kwd lng="pt"><![CDATA[Dualidade teoria-computação]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement technologique]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Pensée critique et créative]]></kwd>
<kwd lng="fr"><![CDATA[Dualité théorie-calcul]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<page-range>23-38</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Taha]]></surname>
<given-names><![CDATA[H A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación de operaciones]]></source>
<year>2012</year>
<edition>9th Edition</edition>
<publisher-loc><![CDATA[Mexico ]]></publisher-loc>
<publisher-name><![CDATA[Pearson Educación]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
