<?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>S2448-80892020000200099</article-id>
<article-id pub-id-type="doi">10.24844/em3202.04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Creencias matemáticas profesadas e implícitas de profesores universitarios de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Professed and implicit mathematical beliefs of university mathematics teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Moreno]]></surname>
<given-names><![CDATA[Antonia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arellano García]]></surname>
<given-names><![CDATA[Yuridia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Sierra]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas Centro de Investigación en Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas Centro de Investigación en Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas Centro de Investigación en Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>2</numero>
<fpage>99</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892020000200099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892020000200099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892020000200099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las investigaciones de creencias de profesores se han centrado en el nivel básico y en el de formación, con una gran tendencia al uso de las escalas Likert. Por otro lado, investigaciones sobre emociones de profesores desde las teorías de valoración, sostienen que esas valoraciones son realizadas en función de las creencias, metas, etc. de los profesores. El objetivo de nuestra investigación fue utilizar esta relación entre emoción-creencia para identificar, además de creencias profesadas, creencias implícitas en las valoraciones cognitivas reportadas en auto-informes diarios sobre las experiencias de clase de dos profesores de nivel superior. Identificamos dos tipos de creencias implícitas: referidas al aprendizaje y a la gestión en el aula. Además, 22 creencias matemáticas profesadas por los profesores que organizamos en cinco categorías: matemáticas es, aprender matemáticas es, para aprender matemáticas se debe, enseñar matemáticas es, y para enseñar matemáticas se debe. Presentamos algunas implicaciones prácticas y algunas recomendaciones para futuras investigaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstracs: Teacher beliefs research has focused on basic level teachers and teachers in training, with a great tendency to use Likert scales. On the other hand, research on teachers&#8217; emotions, from valuation theories, argues that these valuations are carried out based on beliefs, goals, etc. of the teachers. The objective of our research was to use this relationship between emotion-belief to identify, in addition to professed beliefs, beliefs implicit in the appraisal cognitive reported in daily self-reports on the class experiences of two higher-level teachers. We identified two types of implicit beliefs: referring to learning and management in the classroom. In addition, 22 mathematical beliefs professed by the teachers that we organize into five categories: mathematics is, learning mathematics is, to learn mathematics, you must teach mathematics, and to teach mathematics, you must. We present some practical implications and some recommendations for future research.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[creencias de profesores]]></kwd>
<kwd lng="es"><![CDATA[valoración cognitiva]]></kwd>
<kwd lng="es"><![CDATA[creencias profesadas]]></kwd>
<kwd lng="es"><![CDATA[creencias implícitas]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; beliefs]]></kwd>
<kwd lng="en"><![CDATA[Appraisal cognitive]]></kwd>
<kwd lng="en"><![CDATA[Professed beliefs]]></kwd>
<kwd lng="en"><![CDATA[Implicit beliefs]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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