<?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>S2007-74672025000200963</article-id>
<article-id pub-id-type="doi">10.23913/ride.v16i31.2596</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Measuring Teacher-Related Factors Influencing the Academic Performance in Mathematics of High School Students in Mexico]]></article-title>
<article-title xml:lang="es"><![CDATA[Medición de los factores docentes que influyen en el rendimiento académico de matemáticas en estudiantes de preparatoria en México]]></article-title>
<article-title xml:lang="pt"><![CDATA[Medindo os fatores que influenciam o desempenho acadêmico em matemática entre alunos do ensino médio no México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Guillén]]></surname>
<given-names><![CDATA[Elva Sinaí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaparro-Sánchez]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto-Bañuelos]]></surname>
<given-names><![CDATA[Efraín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Autonomous University of Querétaro Faculty of Computer Science ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Autonomous University of Querétaro Faculty of Computer Science ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Autonomous University of Zacatecas Academic Preparatory Unit ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>31</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000200963&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000200963&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000200963&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Resumen  El objetivo de esta investigación fue determinar si los factores relacionados con los docentes son los que ejercen mayor influencia en el rendimiento académico en matemáticas de los estudiantes de preparatoria. Se analizaron tres factores principales: docentes, institución y alumnos, cada uno con sus respectivas variables. Para ello, se diseñaron dos cuestionarios, uno dirigido a estudiantes y otro a docentes, los cuales fueron aplicados a 75 alumnos de primer semestre, ya que en este periodo se registra la mayor tasa de reprobación en la asignatura de matemáticas, y a 5 docentes con 10 o más años de servicio, quienes cuentan con amplia experiencia en la enseñanza de la materia y profundo conocimiento de los desafíos y estrategias del proceso de enseñanza-aprendizaje. La muestra pertenece a la Preparatoria No. 1 de la Universidad Autónoma de Zacatecas, México. La investigación utilizó la aplicación APP VR Math (cuyo nombre hace referencia al uso de realidad virtual en el aprendizaje de las matemáticas), que emplea el método estadístico de Análisis de Componentes Principales y regresión lineal en un entorno de Realidad Virtual para identificar patrones de comportamiento entre las variables estudiadas. Los resultados mostraron que el factor docente, con variables como actualización, desinterés, vocación y compromiso, uso de herramientas tecnológicas y didácticas, asertividad y empatía, tuvo la mayor influencia en el rendimiento académico de los estudiantes en matemáticas. Además, se observó que, en la muestra de docentes con más de 10 años de experiencia, disminuyó el compromiso, la asertividad y el interés, mientras que aumentaba el desinterés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The objective of this research was to determine whether teacher-related factors exert the greatest influence on high school students' academic performance in mathematics. Three main factors were analyzed: teachers, institution, and students, each with its respective variables. To achieve this, two questionnaires were designed, one for students and one for teachers. The questionnaires were administered to 75 first-semester students, as this period shows a higher failure rate in mathematics, and to 5 teachers with 10 or more years of service, as they possess extensive experience in teaching the subject and a deep understanding of the challenges and strategies of the teaching-learning process. The sample belongs to Preparatoria No. 1 of the Universidad Autónoma de Zacatecas, Mexico. The research utilized the APP VR Math application, which employs the Principal Component Analysis method and linear regression in a Virtual Reality environment to identify behavior patterns among the studied variables. The results showed that the teacher factor, with variables such as professional development, disinterest, vocation and commitment, use of technological and instructional tools, assertiveness, and empathy, had the greatest influence on students' academic performance in mathematics. Additionally, it was observed that in the sample of teachers with over 10 years of experience, a decline was observed in commitment, assertiveness, and interest, while disinterest increased.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O objetivo desta pesquisa foi determinar se os fatores relacionados ao professor exercem a maior influência no desempenho acadêmico de alunos do ensino médio em matemática. Três fatores principais foram analisados: professores, instituições e alunos, cada um com suas respectivas variáveis. Para isso, foram elaborados dois questionários, um para alunos e outro para professores. Esses questionários foram aplicados a 75 alunos do primeiro semestre, já que esse período registra a maior taxa de reprovação em matemática. Os questionários também foram aplicados a cinco professores com 10 ou mais anos de experiência, que têm ampla experiência no ensino da disciplina e profundo conhecimento dos desafios e estratégias do processo de ensino-aprendizagem. A amostra foi da Escola Secundária nº 1 da Universidade Autônoma de Zacatecas, México. A pesquisa utilizou o aplicativo VR Math (cujo nome faz referência ao uso da realidade virtual na aprendizagem de matemática), que emprega o método estatístico de Análise de Componentes Principais e regressão linear em um ambiente de Realidade Virtual para identificar padrões de comportamento entre as variáveis estudadas. Os resultados mostraram que o fator professor, com variáveis como situação atual, desinteresse, vocação e comprometimento, uso de ferramentas tecnológicas e didáticas, assertividade e empatia, teve a maior influência no desempenho acadêmico dos alunos em matemática. Além disso, observou-se que, na amostra de professores com mais de 10 anos de experiência, o comprometimento, a assertividade e o interesse diminuíram, enquanto o desinteresse aumentou.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Factores]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Docentes]]></kwd>
<kwd lng="es"><![CDATA[Preparatoria]]></kwd>
<kwd lng="es"><![CDATA[PCA]]></kwd>
<kwd lng="es"><![CDATA[Realidad Virtual]]></kwd>
<kwd lng="en"><![CDATA[Factors]]></kwd>
<kwd lng="en"><![CDATA[Performance]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[PCA]]></kwd>
<kwd lng="en"><![CDATA[Virtual Reality]]></kwd>
<kwd lng="pt"><![CDATA[Fatores]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho]]></kwd>
<kwd lng="pt"><![CDATA[Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[ACP]]></kwd>
<kwd lng="pt"><![CDATA[Realidade Virtual]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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