<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2023000100179</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2023.53.1.533</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La resiliencia matemática en estudiantes de un bachillerato rural]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical Resilience in Rural High School Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benítez Corona]]></surname>
<given-names><![CDATA[Lilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez Rodríguez]]></surname>
<given-names><![CDATA[Reyna del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Politécnica de Pachuca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Politécnica de Pachuca  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<numero>1</numero>
<fpage>179</fpage>
<lpage>200</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2023000100179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2023000100179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2023000100179&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El proceso escolar del aprendizaje de la matemática regularmente provoca emociones que afectan la confianza, la seguridad y el bienestar del estudiantado. El artículo presenta resultados de resiliencia matemática en una muestra de 41 estudiantes de primer semestre de un bachillerato rural en México. Se utilizó una metodología mixta con un diseño exploratorio secuencial derivativo. Los resultados más significativos señalan que las creencias del estudiantado acerca de sí mismo y su relación con la matemática son aspectos que influyen en el interés, la motivación y el esfuerzo por aprender; sin embargo, aunque en la mayoría de los resultados se perciben creencias rígidas y negativas, se encontraron algunas que se inclinan a la mentalidad de crecimiento, a la toma de conciencia para asignar valor a la matemática, el esfuerzo para perseverar en su aprendizaje y al saber que las relaciones pueden superar obstáculos en su aprendizaje. Finalmente, se corrobora que, si se pretende mejorar la enseñanza y aprendizaje de la matemática, es conveniente desarrollar entornos de aprendizaje que promuevan la resiliencia matemática a través de crear ambientes de respeto que fortalezcan la autonomía, establecer estrategias que desafíen y retroalimenten el aprendizaje, así como implementar el trabajo en equipo y la colaboración.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The school process of learning mathematics regularly provokes emotions that affect students&#8217; confidence, security and well-being. This article presents the results of mathematical resilience in a sample of 41 first-semester students from a rural high school in Mexico. A mixed methodology with an exploratory sequential derivative design was used. The most significant results indicate that the students&#8217; beliefs about themselves and their relationship with mathematics are an aspect that influences their interest, motivation, and effort to learn; however, in most of the results rigid and negative beliefs about mathematics are perceived, some were found that lean towards a growth mentality, awareness to assign value to mathematics, the effort to persevere in their learning and the knowledge that relationships can overcome obstacles in their learning. Finally, it is corroborated that to improve the teaching and learning of mathematics, it is convenient to develop learning environments that promote mathematical resilience through the creation of respectful environments that strengthen autonomy, establish strategies that challenge and provide feedback for learning, as well as implement teamwork and collaboration.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[resiliencia matemática]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de la matemática]]></kwd>
<kwd lng="es"><![CDATA[mentalidad de crecimiento]]></kwd>
<kwd lng="es"><![CDATA[colaboración]]></kwd>
<kwd lng="es"><![CDATA[valorar la matemática]]></kwd>
<kwd lng="en"><![CDATA[math resilience]]></kwd>
<kwd lng="en"><![CDATA[math learning]]></kwd>
<kwd lng="en"><![CDATA[growth mindset]]></kwd>
<kwd lng="en"><![CDATA[collaboration]]></kwd>
<kwd lng="en"><![CDATA[valuing math]]></kwd>
</kwd-group>
</article-meta>
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