<?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>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802023000200036</article-id>
<article-id pub-id-type="doi">10.32870/ap.v15n2.2413</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Valoración estudiantil sobre su formación matemática en un posgrado en administración]]></article-title>
<article-title xml:lang="en"><![CDATA[Student assessment of their mathematical education in a postgraduate course in administration]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso Espinosa]]></surname>
<given-names><![CDATA[Édgar Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</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>15</volume>
<numero>2</numero>
<fpage>36</fpage>
<lpage>53</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802023000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802023000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802023000200036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de la investigación fue valorar la satisfacción estudiantil sobre su formación matemática en un posgrado en administración a partir de la enseñanza remota durante la pandemia por la covid-19. El enfoque de investigación fue mixto con un diseño secuencial exploratorio. Se elaboró y aplicó un cuestionario a 65 participantes sobre el tipo de dispositivo tecnológico utilizado para continuar su formación académica, las problemáticas enfrentadas y su valoración sobre el nivel de formación matemática. Los resultados mostraron que los alumnos reconocen que durante la época de emergencia vivieron situaciones de carácter logístico, emocional y académico. Se encontraron diferencias estadísticamente significativas debido a que la enseñanza remota promovió la formación matemática mediante el uso eficaz de las videoconferencias, lo que permitió integrar lo aprendido en el desempeño laboral, ayudó en la explicación brindada por el profesorado sobre planeación y adecuación del curso, y benefició el empleo de bases de datos virtuales y la comunicación asíncrona. Además, el estudiantado valoró con un nivel consolidado las competencias orientadas hacia las variables de una situación administrativa, la terminología matemática y el uso de tablas y gráficos. La conclusión es incorporar el uso de Microsoft Teams como plataforma permanente debido a que favorece el seguimiento oportuno y constante por parte del profesorado, lo que incentiva la formación matemática de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of the research was to assess student satisfaction regarding their mathematical education in a postgraduate course in administration based on remote teaching during the covid-19 pandemic. The research approach was mixed with a sequential exploratory design. A questionnaire was developed and administered to 65 participants about the type of technological devices used, the challenges faced, and students&#8217; assessment of their level of mathematical education. The results showed that students acknowledged experienced logistical, emotional, and academic challenges during the emergency period. Statistically significant differences were also found because remote teaching promoted mathematical education through effective use of video conferencing, enabling the integration of learning into professional performance, assisting in course planning and adaptation explained by the faculty, and benefiting from the use of virtual databases and asynchronous communication. Additionally, the students rated competences related to administrative situations, mathematical terminology, and the use of tables and graphs at a consolidated level. The conclusion is to incorporate Microsoft Teams as a permanent platform because it promotes timely and continuous monitoring by the faculty, which encourages the mathematical education of the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Alumnado]]></kwd>
<kwd lng="es"><![CDATA[enseñanza remota de emergencia]]></kwd>
<kwd lng="es"><![CDATA[formación matemática]]></kwd>
<kwd lng="es"><![CDATA[posgrado]]></kwd>
<kwd lng="es"><![CDATA[valoración estudiantil]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[emergency remote teaching]]></kwd>
<kwd lng="en"><![CDATA[mathematical training]]></kwd>
<kwd lng="en"><![CDATA[postgraduate]]></kwd>
<kwd lng="en"><![CDATA[professorate]]></kwd>
<kwd lng="en"><![CDATA[student evaluation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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