<?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>S1665-24362022000300311</article-id>
<article-id pub-id-type="doi">10.12802/relime.22.2533</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre percepciones de la enseñanza, sexo y actitudes hacía las matemáticas de estudiantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between students&#8217; perceptions of mathematical teaching, sex and mathematical attitudes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Radovic S.]]></surname>
<given-names><![CDATA[Darinka]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pampaka]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,The University of Manchester  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>United Kingdom</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>3</numero>
<fpage>311</fpage>
<lpage>340</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362022000300311&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362022000300311&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362022000300311&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo explora la relación entre las percepciones de estudiantes sobre el tipo de enseñanza que experimentan en matemáticas [más o menos centrada en el estudiantado] y sus emociones, autoconcepto y disposición hacia las matemáticas. También considera la pregunta de si existen diferencias en esta relación con respecto al sexo del estudiantado. Utiliza datos de casi 300 estudiantes de Chile de 7 año, agrupados en 8 aulas de clases. El análisis correlacional sugiere la existencia de una asociación positiva y significativa entre cuán centrada en los estudiantes es percibida la enseñanza y actitudes más positivas del estudiantado hacia las matemáticas. Sin embargo, este efecto es independiente del sexo, sugiriendo que la enseñanza centrada en estudiantes no necesariamente ofrecen una ventaja para las niñas, sino que son positivas tanto para alumnas como para alumnos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper explores the relationship between students&#8217; perceptions of the type of teaching they experience in mathematics [more or less student centred] and their reported emotions, self-concept and disposition. It also addresses the question of whether there are differences in this relationship for girls and boys. It uses survey data from almost 300 year 7 Chilean students, clustered in 8 different classrooms. A correlational analysis suggests that there is a positive significant association between how student centred the teaching is perceived to be and students&#8217; more positive attitudes. Nevertheless, this effect was independent of sex, suggesting that more student-centred teching do not necessarily offer an advantage for girls, but are positive for both, boys and girls.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo explora a relação entre as percepções dos alunos do tipo de ensino que vivenciam na matemática [mais ou menos centrado no aluno] e suas emoções, autoconceito e disposições. Ele também considera a questão de saber se existem diferenças nesta relação entre meninas e meninos. Ele usa dados de quase 300 alunos chilenos de 7 anos, agrupados em 8 salas de aula. A análise correlacional sugere a existência de uma associação positiva e significativa entre a forma como o ensino centrado no aluno é percebido e as atitudes mais positivas dos alunos. No entanto, esse efeito é independente do sexo, sugerindo que as pedagogias centradas no aluno não oferecem necessariamente uma vantagem para as meninas, mas são positivas para os alunos do sexo masculino e feminino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article explore la relation entre les perceptions des élèves sur le type d&#8217;enseignement qu&#8217;ils reçoivent en mathématiques [plus ou moins centré sur l&#8217;élève] et leurs émotions, leur concept de soi et leurs dispositions. Il étudie également la question de savoir s&#8217;il existe des différences au sein de cette relation entre filles et garçons. Ce travail fait appel aux données de près de 300 élèves chiliens de 7 ans, répartis en en 8 classes. L&#8217;analyse corrélationnelle suggère l&#8217;existence d&#8217;une association positive et significative entre la façon dont l&#8217;enseignement centré sur l&#8217;étudiant est perçue et le attitude plus positif des étudiants. Cependant, cet effet est indépendant du sexe, suggérant que les pédagogies centrées sur l&#8217;étudiant n&#8217;offrent pas nécessairement un avantage pour les filles, mais sont positives pour l&#8217;ensemble des élèves.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estilo de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Actitudes hacia las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Sexo]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza centrada en estudiantes]]></kwd>
<kwd lng="en"><![CDATA[Teaching style]]></kwd>
<kwd lng="en"><![CDATA[Attitudes]]></kwd>
<kwd lng="en"><![CDATA[Sex]]></kwd>
<kwd lng="en"><![CDATA[Student-centred teaching]]></kwd>
<kwd lng="pt"><![CDATA[Estilo de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Atitudes]]></kwd>
<kwd lng="pt"><![CDATA[Sexo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino centrado no aluno]]></kwd>
<kwd lng="fr"><![CDATA[Style d&#8217;enseignement]]></kwd>
<kwd lng="fr"><![CDATA[Attitudes]]></kwd>
<kwd lng="fr"><![CDATA[Sexe]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement centré sur l&#8217;étudiant]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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