<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672018000100165</article-id>
<article-id pub-id-type="doi">10.23913/ride.v8i16.337</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo de la aceptación de evaluaciones en línea de matemáticas: percepciones de los estudiantes de licenciaturas en ciencias sociales]]></article-title>
<article-title xml:lang="en"><![CDATA[Acceptance&#8217;s model of on-line math assessments: perceptions from undergraduate social science students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Modelo de aceitação de avaliações de matemática on-line: percepções de estudantes de graduação em ciências sociais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta Gonzaga]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Arellano]]></surname>
<given-names><![CDATA[Aldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez Cedillo]]></surname>
<given-names><![CDATA[Jesús Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera González]]></surname>
<given-names><![CDATA[Igor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera González]]></surname>
<given-names><![CDATA[Gibran]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Nacional de Ciencias Biológicas ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Politécnico Nacional Unidad Profesional Interdisciplinaria de Ingeniería y Ciencias Sociales y Administrativas ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>8</volume>
<numero>16</numero>
<fpage>165</fpage>
<lpage>193</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672018000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672018000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672018000100165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Aunque se han realizado estudios en la aceptación de las evaluaciones en línea, no se han explorado para la enseñanza de las matemáticas en estudiantes de licenciaturas en ciencias sociales. Este estudio analiza los efectos de un grupo de factores que afectan la actitud, la aceptación y la intención del uso de las evaluaciones de matemáticas en línea, en estudiantes de la modalidad a distancia de la escuela de Comercio y Administración del Instituto Politécnico Nacional en México. Para ello se utilizó un instrumento con 15 reactivos aplicado a 23 estudiantes. Comprender los factores tratados requirió del modelo para la aceptación de la tecnología (TAM, por sus siglas en inglés), el cual ha probado ser un modelo robusto para determinar la actitud e intención de uso de la tecnología en diversos contextos, incluyendo el educativo. El análisis se realizó mediante la técnica de ecuaciones estructurales, usando mínimos cuadrados parciales, propia para estudios exploratorios y muestras pequeñas. Los resultados sugieren que los factores facilidad de condiciones e influencia social son los principales determinantes de una actitud y aceptación favorable para usar exámenes de matemáticas en línea, por lo se puede concluir que el proporcionar a los alumnos la infraestructura tecnológica y servicio técnico adecuado es importante, y que el mantener una comunicación continua y eficiente de autoridades y maestros puede influenciar favorablemente a la actitud de los estudiantes para usar la plataforma.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analyzes the effects of a group of factors that affecting the attitude, acceptance and intention to use on-line financial mathematics assessments on students on a distance education course for a School of Commerce and Management at the National Polytechnic Institute in Mexico. To understand these factors, we used the technology acceptance model (TAM), which has proven to be a theoretical model to determine the attitude and intention to use technology. For the analysis, the structural equations model was used to measure hypothetical variables. Results suggest that perceived ease of use and social influence are the main determinants of students' favorable attitude and acceptance to using on-line mathematics test; so, we can conclude that providing the students with the technological infrastructure and adequate technical support is very important, as well as keeping continuous and efficient communication from authorities and teachers to positively influence students&#8217; attitude to use the platform.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Embora tenha havido estudos na aceitação de avaliações on-line, eles não foram explorados para o ensino de matemática em estudantes de graduação em ciências sociais. Este estudo analisa os efeitos de um grupo de fatores que afetam a atitude, aceitação e intenção do uso de avaliações de matemática on-line, em estudantes da modalidade à distância da Escola de Comércio e Administração do Instituto Nacional Politécnico do México. Para isso, utilizou-se um instrumento com 15 reagentes aplicados a 23 alunos. Compreender os fatores tratados exigiu o modelo de aceitação de tecnologia (TAM), que provou ser um modelo robusto para determinar a atitude e a intenção de usar a tecnologia em vários contextos, inclusive educacionais. A análise foi realizada utilizando a técnica de equações estruturais, utilizando mínimos quadrados parciais, próprios para estudos exploratórios e pequenas amostras. Os resultados sugerem que os fatores de facilidade de condições e influência social são os principais determinantes de uma atitude e aceitação favorável para usar exames de matemática on-line, pelo que pode-se concluir que proporcionar aos alunos a infra-estrutura tecnológica e o serviço técnico adequado é importante, e que manter uma comunicação contínua e eficiente de autoridades e professores pode influenciar favoravelmente a atitude dos alunos para usar a plataforma.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Adopción de tecnología]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[evaluación electrónica]]></kwd>
<kwd lng="es"><![CDATA[exámenes de matemáticas en línea]]></kwd>
<kwd lng="en"><![CDATA[Technology adoption]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[electronic assessments]]></kwd>
<kwd lng="en"><![CDATA[mathematical on-line exams]]></kwd>
<kwd lng="pt"><![CDATA[Adoção de tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[avaliação eletrônica]]></kwd>
<kwd lng="pt"><![CDATA[exames de matemática on-line]]></kwd>
</kwd-group>
</article-meta>
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