<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000100683</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i28.1968</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actitudes del profesor de matemáticas hacia el uso de la computadora en el aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematics teacher's attitudes towards computer use in the classroom]]></article-title>
<article-title xml:lang="pt"><![CDATA[Atitudes dos professores de matemática em relação ao uso do computador em sala de aula]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuevas Salazar]]></surname>
<given-names><![CDATA[Omar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García López]]></surname>
<given-names><![CDATA[Ramona Imelda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mortis Lozoya]]></surname>
<given-names><![CDATA[Sonia Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Encinas Pablos]]></surname>
<given-names><![CDATA[Francisco Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Sonora Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Sonora Departamento de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Sonora Departamento de Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Tecnológico de Sonora Departamento de Ingeniería Civil ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000100683&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000100683&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000100683&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El desarrollo tecnológico ha impulsado un cambio significativo en la educación, de ahí que se requieran nuevas habilidades, actitudes y conocimientos por parte del docente. En el caso del profesor de matemáticas, su disposición hacia el uso de la computadora en el aula es un factor que puede impactar de manera positiva o negativa en el aprendizaje de los estudiantes. Por ende, el presente estudio buscó identificar la actitud de los maestros del Departamento de Matemáticas del Instituto Tecnológico de Sonora respecto al empleo de dicho recurso con fines académicos. Para ello, se desarrolló un estudio cuantitativo, con un diseño no experimental, transeccional y correlacional; se utilizaron pruebas de hipótesis y de correlación. Participaron 67 docentes, quienes respondieron una encuesta de 16 ítems con cinco opciones de respuesta. Los resultados muestran que los docentes tienen una actitud muy favorable, ya que el 85.2 % de ellos respondieron con las opciones &#8220;de acuerdo&#8221; y &#8220;totalmente de acuerdo&#8221;. Además, se encontró que, a mayor edad, los profesores se sienten más seguros con el uso de la computadora, pero también piensan que los estudiantes se distraen más y que el uso de la tecnología fomenta la pereza en el alumno. Estos hallazgos son similares a los encontrados en otras investigaciones, que también señalan una actitud favorable de los docentes de matemáticas hacia el empleo de la tecnología en el aula, así como una mayor desconfianza hacia su uso a medida que aumenta la edad del docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Technological development has led to a significant change in education and demands new skills, attitudes and knowledge from the teachers. The mathematics teacher's attitude toward computer use in the classroom is a factor that can positively or negatively impact student learning. That is why the present study aims to know the attitude that teachers of the Mathematics department of the Instituto Tecnologico de Sonora have towards the use of the computer for academic purposes. Sixty-seven teachers participated in the survey, which included 16 items with five response options. The study design contemplates a quantitative approach and the type of research is non-experimental, transactional and correlational, using hypothesis and correlation tests. The results show that the teachers have a very favorable level of attitude; 85.2% of the teachers answered the option of agreeing and totally agreeing. It was found that as the teachers grow older, they feel more confident with the use of the computer and the more they think that students are distracted by its use in the classroom and that the use of the computer encourages laziness in the student. Similar results have been found in other research regarding the favorable attitude that mathematics teachers have towards the use of technology in the classroom; as well as the distrust they have towards the use of technology as age increases.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O desenvolvimento tecnológico impulsionou uma mudança significativa na educação, pelo que são necessárias novas competências, atitudes e conhecimentos por parte do professor. No caso do professor de matemática, sua disposição para o uso do computador em sala de aula é um fator que pode impactar positiva ou negativamente a aprendizagem dos alunos. Portanto, o presente estudo buscou conhecer a atitude dos professores do Departamento de Matemática do Instituto Tecnológico de Sonora em relação à utilização do referido recurso para fins acadêmicos. Para tanto, desenhou-se um estudo quantitativo, de desenho não experimental, transecional e correlacional, e foram utilizados testes de hipóteses e de correlação. Especificamente, participaram 67 professores, que responderam a uma pesquisa de 16 itens com cinco opções de resposta. Os resultados mostram que os professores têm uma atitude bastante favorável, uma vez que 85,2% deles responderam com as opções &#8220;concordo&#8221; e &#8220;concordo totalmente&#8221;. Além disso, constatou-se que, com a idade mais avançada, os professores sentem-se mais confiantes com o uso do computador, mas também acham que os alunos ficam mais distraídos e que o uso da tecnologia estimula a preguiça no aluno. Esses achados são semelhantes aos encontrados em outras pesquisas, que também indicam uma atitude favorável dos professores de matemática em relação ao uso da tecnologia em sala de aula, bem como uma maior desconfiança em relação ao seu uso à medida que aumenta a idade do professor.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[actitud del docente]]></kwd>
<kwd lng="es"><![CDATA[análisis comparativo]]></kwd>
<kwd lng="es"><![CDATA[correlación]]></kwd>
<kwd lng="es"><![CDATA[encuesta]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="en"><![CDATA[teacher attitudes]]></kwd>
<kwd lng="en"><![CDATA[comparative analysis]]></kwd>
<kwd lng="en"><![CDATA[correlation]]></kwd>
<kwd lng="en"><![CDATA[surveys]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="pt"><![CDATA[atitude docente]]></kwd>
<kwd lng="pt"><![CDATA[análise comparativa]]></kwd>
<kwd lng="pt"><![CDATA[correlação]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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