<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362023000200201</article-id>
<article-id pub-id-type="doi">10.12802/relime.23.2623</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La ansiedad hacia la enseñanza de las matemáticas en maestros en formación inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Anxiety toward mathematics teaching in spanish teacher education students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antón-Sancho]]></surname>
<given-names><![CDATA[Álvaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Ávila Escuela Universitaria de Magisterio Fray Luis de León ]]></institution>
<addr-line><![CDATA[Valladolid ]]></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>26</volume>
<numero>2</numero>
<fpage>201</fpage>
<lpage>232</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362023000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362023000200201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362023000200201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo se estudian los niveles de ansiedad hacia la enseñanza de las matemáticas en un grupo de estudiantes españoles de magisterio de Educación Primaria a través de la encuesta MATAS. Los datos recopilados con la escuesta se analizan para determinar si hay diferencias significativas entre los niveles de ansiedad cuando se clasifica la muestra según tres criterios: si han cursado alguna asignatura previa de matemáticas, si poseen alguna titulación anterior en educación y si tienen experiencia como docentes de matemáticas. Como resultado se obtiene que la mayoría del grupo de estudiantes presentan niveles medios o altos de ansiedad hacia la enseñanza de las matemáticas y que quienes no tienen experiencia docente o no tienen ninguna titulación anterior presentan niveles medios de ansiedad significativamente superiores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we study the levels of anxiety towards mathematics teaching in a group of Spanish students for primary education teaching through the MATAS survey. The data collected in the survey is analyzed to determine if there are significant differences between the levels of anxiety when the sample is differentiated according to three criteria: if they have taken any previous mathematics subject, if they have any previous degree in education and if they have teaching experience in mathematics. As a result, it is obtained that most of the group of students present medium or high levels of anxiety towards the teaching of mathematics and that those who have no teaching experience or no previous degree present significantly higher mean levels of anxiety.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo estudamos os níveis de ansiedade face ao ensino da Matemática num grupo de estudantes espanhóis do ensino primário, utilizando o inquérito MATAS. Os resultados são analisados para determinar se existem diferenças significativas nos níveis de ansiedade quando a amostra é diferenciada de acordo com três critérios: se já tiveram uma disciplina de matemática, se têm uma licenciatura anterior em educação e se têm experiência de ensino da matemática. Como resultado, verificou-se que a maioria do grupo de estudantes apresentava níveis médios ou elevados de ansiedade em relação ao ensino da matemática e que os que não tinham experiência de ensino nem habilitações anteriores apresentavam níveis médios de ansiedade significativamente mais elevados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Dans cet article, nous étudions les niveaux d&#8217;anxiété à l&#8217;égard de l&#8217;enseignement des mathématiques dans un groupe d&#8217;étudiants espagnols se destinant à l&#8217;enseignement primaire en utilisant l&#8217;enquête MATAS. Les résultats sont analysés afin de déterminer s&#8217;il existe des différences significatives dans les niveaux d&#8217;anxiété lorsque l&#8217;échantillon est différencié en fonction de trois critères: s&#8217;ils ont déjà suivi une matière mathématique, s&#8217;ils ont déjà obtenu un diplôme en éducation et s&#8217;ils ont une expérience de l&#8217;enseignement des mathématiques. Il en résulte que la majorité du groupe d&#8217;étudiants présente des niveaux d&#8217;anxiété moyens ou élevés à l&#8217;égard de l&#8217;enseignement des mathématiques et que ceux qui n&#8217;ont pas d&#8217;expérience de l&#8217;enseignement ou de qualifications antérieures présentent des niveaux moyens d&#8217;anxiété significativement plus élevés.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ansiedad]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial del profesorado]]></kwd>
<kwd lng="en"><![CDATA[Anxiety]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Education]]></kwd>
<kwd lng="en"><![CDATA[Preservice teacher education]]></kwd>
<kwd lng="pt"><![CDATA[Ansiedade]]></kwd>
<kwd lng="pt"><![CDATA[Educação em matemática]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de profesores]]></kwd>
<kwd lng="fr"><![CDATA[Anxiété]]></kwd>
<kwd lng="fr"><![CDATA[Enseignement des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Formation initiale des enseignants]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[Passolunghi]]></surname>
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<article-title xml:lang=""><![CDATA[Math self-efficacy or anxiety? The role of emotional and motivational contribution in math performance]]></article-title>
<source><![CDATA[Social Psychology of Education]]></source>
<year>2023</year>
<volume>26</volume>
<page-range>579-601</page-range></nlm-citation>
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</back>
</article>
