<?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>S2007-74672018000100493</article-id>
<article-id pub-id-type="doi">10.23913/ride.v8i16.355</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Influencia de la tutoría en el aprendizaje de matemáticas. Perspectiva del estudiante]]></article-title>
<article-title xml:lang="en"><![CDATA[Influence of Tutoring on Mathematics Learning. Student Perspective]]></article-title>
<article-title xml:lang="pt"><![CDATA[Influência da tutoria na aprendizagem da matemática. Perspectiva do aluno]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zaldívar Colado]]></surname>
<given-names><![CDATA[Aníbal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nava Pérez]]></surname>
<given-names><![CDATA[Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lizárraga Reyes]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></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>493</fpage>
<lpage>515</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672018000100493&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672018000100493&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672018000100493&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En México, en 2015, menos de 60 % de los jóvenes en edad de cursar bachillerato estaba inscrito en una institución educativa. La Universidad Autónoma de Sinaloa (UAS) implementó el Programa Institucional de Tutorías en 2006, pero no se conoce su impacto en el estudiante. Esta investigación tuvo como objetivo determinar si la tutoría es un factor de mejora del aprendizaje en la materia de Matemáticas I de la Preparatoria Mazatlán de la UAS, de acuerdo con la percepción de los estudiantes. Lo anterior, partiendo del supuesto que la acción tutorial mejora significativamente el aprendizaje en Matemáticas I de la Preparatoria Mazatlán de acuerdo con la percepción de los estudiantes. La metodología utilizada fue cuantitativa-descriptiva. Se recopiló la información por medio de una encuesta con preguntas abiertas tipo Likert, aplicada a 500 estudiantes de segundo semestre de bachillerato. Entre los resultados más relevantes se obtuvo que los tutorados perciben disposición, confianza y respeto en el tutor, pero consideran una debilidad su conocimiento en la materia y el dominio pedagógico. Aun así, ven mejora en sus calificaciones y en su desempeño académico en la preparatoria. Además, preferirían recibir tutoría a través de Internet, pues consideran un área de oportunidad el poco uso que se hace de la tecnología como herramienta para la tutoría.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Mexico, in 2015, less than 60 % of young people were enrolled in an educational institution. The Autonomous University of Sinaloa (UAS) implemented the Institutional Tutoring Program in 2006, but its impact on the student is not known. The objective of this research was to determine if tutoring is a factor of improvement of learning in Mathematics course I at Mazatlán High School of the UAS, according to the student&#8217;s perception, starting from the assumption that the tutorial action significantly improves the learning in Mathematics course I at Mazatlan High School according to the student&#8217;s perception. The methodology used was quantitative-descriptive. The information was collected through a Likert type survey with open questions, applied to 500 students of the second semester of high school. Among the most relevant results, the tutorees perceived readiness, trust and respect in the tutor, though they consider their knowledge of the subject and the pedagogical domain as a weakness. Still, they see improvement in their grades and academic performance in high school. In addition, they would prefer to receive tutoring through Internet. They consider an area of opportunity the little use that is made of technology as a tool for tutoring.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No México, em 2015, menos de 60% dos jovens em idade escolar estavam matriculados em uma instituição de ensino. A Universidade Autônoma de Sinaloa (UAS) implementou o Programa de Tutoria Institucional em 2006, mas seu impacto sobre o aluno não é conhecido. O objetivo desta pesquisa foi determinar se a tutoria é um fator para melhorar a aprendizagem em Matemática I da Escola Secundária de Mazatlán, de acordo com a percepção dos alunos. O precedente, baseado no pressuposto de que a ação tutorial melhora significativamente a aprendizagem em Matemática I da Mazatlan High School de acordo com a percepção dos alunos. A metodologia utilizada foi quantitativa descritiva. As informações foram coletadas através de uma pesquisa com questões abertas do Likert, aplicada a 500 alunos no segundo semestre do bacharelado. Entre os resultados mais relevantes, destaca-se que os tutores percebem a disposição, a confiança e o respeito no tutor, mas consideram seu conhecimento sobre o assunto e o domínio pedagógico uma fraqueza. Mesmo assim, eles vêem melhorias em suas notas e desempenho acadêmico no ensino médio. Além disso, prefeririam receber aulas por meio da Internet, pois consideram uma área de oportunidade o pouco uso que é feito da tecnologia como ferramenta de tutoria.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[bachillerato]]></kwd>
<kwd lng="es"><![CDATA[matemática]]></kwd>
<kwd lng="es"><![CDATA[tutoría]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[high school]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[tutoring]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[bacharelado]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[tutoria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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