<?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>S2448-80892023000200196</article-id>
<article-id pub-id-type="doi">10.24844/em3502.08</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relaciones entre el aprendizaje de la estadística y las actitudes del alumnado en el marco de un proyecto de análisis de datos con tecnología]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationships between statistical performance and student attitudes in the framework of a data analytics project with technology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cujba]]></surname>
<given-names><![CDATA[Andreea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pifarré]]></surname>
<given-names><![CDATA[Manoli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat de Lleida Departamento de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat de Lleida Departamento de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>196</fpage>
<lpage>225</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000200196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000200196&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000200196&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Estudios previos respaldan la influencia de las actitudes en el aprendizaje de la estadística. Otras investigaciones demuestran cómo el uso de intervenciones educativas innovadoras mejora estas actitudes y el aprendizaje. En el marco de un proyecto internacional, este artículo presenta los resultados de una intervención educativa sobre análisis de datos basada en la resolución de problemas, de forma colaborativa y con tecnología, para: 1) estudiar si mejora el aprendizaje del contenido sobre estadística y 2) si existe una relación positiva entre las actitudes hacia la estadística y el rendimiento académico. Para ello, y en el contexto de una investigación cuasi-experimental más amplia que demostró mejora en las actitudes del alumnado hacia el aprendizaje de la estadística, se ha llevado a cabo un estudio de caso. La muestra está formada por 110 estudiantes españoles de Educación Secundaria. Los resultados del estudio confirman que la metodología de enseñanza basada en proyectos que incluyen análisis de datos, uso de tecnología y trabajo colaborativo, tiene una incidencia positiva en las actitudes del alumnado hacia el aprendizaje de la estadística y el rendimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Previous educational research claims the impact of students&#8217; attitudes toward learning on academic performance and, specifically, on learning statistics. Other educative researches have shown how the use of innovative educational interventions could improve these attitudes and learning. In the framework of an international project, this paper reports students&#8217; results after their participation in an innovative educational intervention about data analytics based on problem solving, collaborative work and technology. The aim of the study is twofold: (1) study if the educative intervention improves students&#8217; performance and (2) if there is a positive relationship between students&#8217; attitudes towards statistics and their statistical performance. In order to reach these aims, in the context of a larger quasi-experimental research that it has already reported improvement on the students&#8217; attitudes, towards statistics, a case study has been carried out. 110 Spanish secondary education students (13/14-year-old) participated in this study. The results confirm that those projects that embed data analytics, technological tools and collaborative learning have a positive impact on students&#8217; attitudes towards statistics and performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[análisis de datos]]></kwd>
<kwd lng="es"><![CDATA[actitudes]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje basado en proyectos]]></kwd>
<kwd lng="es"><![CDATA[estadística con tecnología]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[data analytics]]></kwd>
<kwd lng="en"><![CDATA[attitudes]]></kwd>
<kwd lng="en"><![CDATA[project-based learning]]></kwd>
<kwd lng="en"><![CDATA[statistics with technology]]></kwd>
</kwd-group>
</article-meta>
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