<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892019000100066</article-id>
<article-id pub-id-type="doi">10.24844/em3101.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Adaptación y validación del MRBQ (Mathematics-Related Beliefs Questionnaire) al contexto colombiano con estudiantes de secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Adaptation and validation of the Mathematics-Related Beliefs Questionnaire (MRBQ) to the Colombian context with high school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diego-Mantecón]]></surname>
<given-names><![CDATA[José Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Córdoba-Gómez]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Cantabria Facultad de Ciencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico Metropolitano Facultad de Ciencias Exactas y Aplicadas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>31</volume>
<numero>1</numero>
<fpage>66</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892019000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892019000100066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892019000100066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta la adaptación y validación del MRBQ (Mathematics-Related Beliefs Questionnaire) al contexto colombiano. El MRBQ es un instrumento, desarrollado en la Universidad de Lovaina (Bélgica), que evalúa las creencias de los estudiantes sobre las matemáticas y que ha sido validado en varios países. El instrumento fue administrado a 670 estudiantes de secundaria en centros públicos de la ciudad de Medellín (Colombia). Los análisis revelaron que las creencias sobre las matemáticas de estos estudiantes se representan mejor con un modelo de 10 factores, y no con uno de cuatro como sugieren estudios anteriores. Los 10 factores identificados explican más fielmente el modelo teórico original y muestran una varianza de 56.34%, mayor que la obtenida en investigaciones previas. Estos resultados no solo sugieren mejoras significativas del MRBQ, sino que proporcionan la base para el desarrollo de una herramienta fiable que evalúe las creencias en el contexto colombiano. Hasta lo que estos autores conocen no se dispone de otro instrumento en este contexto que permita identificar las creencias, y como consecuencia estudiar su influencia en el aprendizaje de las matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the adaptation and validation of the MRBQ (Mathematics-Related Beliefs Questionnaire) to the Colombian context. The MRBQ is an instrument for assessing student mathematics-related beliefs, orig-inally developed at the University of Leuven (Belgium) and validated in several countries. The instrument was administered to 670 students, from public high schools in Medellín (Colombia). The analyses revealed that these student mathematics-related beliefs are better represented with a ten-factor model, rather than with a four-factor model as suggested in previous studies of the MRBQ. The 10 factors explain more faithfully the original theoretical model and account for a variance of 56.34%, higher than that obtained in previous research. These results not only suggest significant improvements of the MRBQ, but also provide the basis for developing a reliable tool to assess beliefs in the Colombian context. To what these authors know, a consistent instrument has not been designed yet in this context for identifying beliefs, and consequently studying their influence on the learning of mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Creencias sobre las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[Cuestionario]]></kwd>
<kwd lng="es"><![CDATA[Análisis factorial]]></kwd>
<kwd lng="en"><![CDATA[Mathematics-related beliefs]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="en"><![CDATA[Questionnaire]]></kwd>
<kwd lng="en"><![CDATA[Factor analysis]]></kwd>
</kwd-group>
</article-meta>
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