<?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>S2448-80892021000200227</article-id>
<article-id pub-id-type="doi">10.24844/em3302.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo profesional de profesores de matemáticas en ambientes virtuales: ventajas, aproximaciones teóricas y futuras líneas de investigación]]></article-title>
<article-title xml:lang="en"><![CDATA[Online mathematics teachers&#8217; professional development: advantages, theoretical perspectives and future investigation lines]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Widman Aguayo]]></surname>
<given-names><![CDATA[Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional Centro de Estudios Tecnológicos Industrial y de Servicios Programa de Matemática Educativa]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>227</fpage>
<lpage>244</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892021000200227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892021000200227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892021000200227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Los ambientes virtuales han demostrado ser un espacio en donde el desarrollo profesional de docentes de matemáticas puede llevarse a cabo. Esta modalidad formativa ha cobrado importancia debido al rápido crecimiento en su oferta y demanda. Sin embargo, aún se sabe poco sobre cómo se aprovechan estos espacios en línea para favorecer el desarrollo profesional de los profesores de matemáticas. En este ensayo se presenta una revisión de literatura que sintetiza qué avances se han tenido en la investigación de esta área en la última década. Particularmente, se identifican cuáles son los principales argumentos por los que se piensa que los escenarios en línea son adecuados para promover el desarrollo profesional de los docentes de matemáticas; qué referentes teóricos se han utilizado para el diseño y análisis de las actividades formativas que promueven este tipo de desarrollo profesional, y cuáles son aquellos aspectos relevantes que no han sido suficientemente investigados con relación a este tema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Virtual environments have proven to be a space where the professional development of mathematics teachers can take place. This training modality has gained importance due to the rapid growth in its supply and demand. However, little is yet known about how these online spaces are used to promote the professional development of mathematics teachers. This essay presents a literature review that synthesizes what advances have been made in this research area during the last decade. In particular, I identify the main arguments why online settings are thought to be adequate to promote the professional development of mathematics teachers; what theoretical references have been used for the design and analysis of the training activities that promote this type of professional development, and what are the relevant aspects that have not been sufficiently investigated in relation to this topic.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desarrollo profesional de docentes de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[formación docente en línea]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia en línea]]></kwd>
<kwd lng="es"><![CDATA[profesores en servicio]]></kwd>
<kwd lng="es"><![CDATA[tecnologías digitales]]></kwd>
<kwd lng="en"><![CDATA[online mathematics teacher&#8217;s education]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[in service mathematics teachers]]></kwd>
<kwd lng="en"><![CDATA[digital technologies]]></kwd>
<kwd lng="en"><![CDATA[professional learning experiences]]></kwd>
</kwd-group>
</article-meta>
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