<?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>2448-8550</journal-id>
<journal-title><![CDATA[IE Revista de investigación educativa de la REDIECH]]></journal-title>
<abbrev-journal-title><![CDATA[IE Rev. investig. educ. REDIECH]]></abbrev-journal-title>
<issn>2448-8550</issn>
<publisher>
<publisher-name><![CDATA[Red de Investigadores Educativos Chihuahua A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-85502019000100065</article-id>
<article-id pub-id-type="doi">10.33010/ie_rie_rediech.v10i18.214</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Innovación y experiencias creativas de matemática educativa en escuelas secundarias desde la pedagogía del malabarismo]]></article-title>
<article-title xml:lang="en"><![CDATA[Innovation and creative experiences of educational mathematics in secondary schools from the pedagogy of juggling]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Sandoval]]></surname>
<given-names><![CDATA[Pavel Roel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cervantes Holguín]]></surname>
<given-names><![CDATA[Evangelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez Sandoval]]></surname>
<given-names><![CDATA[Iskra Rosalía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Ciudad Juárez  ]]></institution>
<addr-line><![CDATA[ Chihuahua]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Ciudad Juárez  ]]></institution>
<addr-line><![CDATA[ Chihuahua]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Ciudad Juárez  ]]></institution>
<addr-line><![CDATA[ Chihuahua]]></addr-line>
<country>Mexico</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>10</volume>
<numero>18</numero>
<fpage>65</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-85502019000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-85502019000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-85502019000100065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El entrenamiento en malabares duró seis meses con el método Rehoruli (grupo 1) e Ingalese (grupo 2) con 47 adolescentes de secundaria y se mantuvieron dos grupos control sin entrenamiento. Ambos grupos experimentales tuvieron mejores resultados que los grupos control en la calificación final de la clase de matemáticas y en el rendimiento en tareas de rotación mental e identificación de vértices, lados y caras planas en figuras tridimensionales. Además, la aplicación Juggling Lab mejoró la identificación y ejecución de patrones numéricos observados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The training in juggling lasted six months, using the Rehoruli method (group 1) and Ingalese (group 2) with 47 high school adolescents and two control groups without training were maintained. Both experimental groups had better results than the control groups in the final grading of math class and in the performance of tasks involving mental rotation and identification of vertices, sides and flat faces in three-dimensional figures. In addition, the Juggling Lab implementation improved the identification and execution of observed numerical patterns.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[innovación educativa]]></kwd>
<kwd lng="es"><![CDATA[experiencias creativas]]></kwd>
<kwd lng="es"><![CDATA[modelo STEM]]></kwd>
<kwd lng="es"><![CDATA[matemática educativa]]></kwd>
<kwd lng="es"><![CDATA[pedagogía del malabarismo]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[creative experiences]]></kwd>
<kwd lng="en"><![CDATA[STEM Model]]></kwd>
<kwd lng="en"><![CDATA[educational mathematics]]></kwd>
<kwd lng="en"><![CDATA[pedagogy of juggling]]></kwd>
</kwd-group>
</article-meta>
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<page-range>1-148</page-range><publisher-loc><![CDATA[Francia ]]></publisher-loc>
<publisher-name><![CDATA[Haute Ecole Leonard de Vinci]]></publisher-name>
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