<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892023000200226</article-id>
<article-id pub-id-type="doi">10.24844/em3502.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La relación entre el Dominio Afectivo y el modelo MTSK: una oportunidad de investigación]]></article-title>
<article-title xml:lang="en"><![CDATA[The relationship between the Affective Domain and the MTSK model: an opportunity for research]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto-Cerros]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-González]]></surname>
<given-names><![CDATA[María del Socorro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pascual-Martín]]></surname>
<given-names><![CDATA[María Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Huelva  ]]></institution>
<addr-line><![CDATA[ ]]></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>35</volume>
<numero>2</numero>
<fpage>226</fpage>
<lpage>246</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892023000200226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892023000200226&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892023000200226&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La investigación en Educación Matemática ha evidenciado que el Dominio Afectivo, que abarca creencias, actitudes y emociones, ejerce una influencia significativa en el aprendizaje de las matemáticas. No obstante, aún se conoce poco acerca de cómo el Dominio Afectivo afecta la enseñanza del profesorado de matemáticas. Por tanto, el objetivo de este ensayo es reflexionar sobre la necesidad de investigar la relación entre el Dominio Afectivo y el modelo MTSK mediante una revisión documental de investigaciones que abordan ambos conceptos. Para ello, se ha empleado la metodología PRISMA. Los resultados obtenidos indican una desconexión entre el Dominio Afectivo y el modelo MTSK, lo que representa una oportunidad para explorar cómo los factores afectivos pueden afectar el conocimiento especializado del profesorado de matemáticas, tanto directa como indirectamente. Esto es de gran importancia ya que podría llevar a la inclusión del afecto en los diversos modelos teóricos utilizados para describir el conocimiento del profesorado de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Research in Mathematics Education has shown that the Affective Domain, which encompasses beliefs, attitudes, and emotions, exerts a significant influence on mathematics learning. However, little is still known about how the Affective Domain affects mathematics teaching by teachers. Therefore, the aim of this essay is to reflect on the need to research the relationship between the Affective Domain and the MTSK model through a literature review of studies that address both concepts. The PRISMA methodology has been employed for this purpose. The results indicate a disconnect between the Affective Domain and the MTSK model, which represents an opportunity to explore how affective factors can impact teachers&#8217; specialized knowledge of mathematics, both directly and indirectly. This is of great importance as it could lead to the inclusion of affect in the various theoretical models used to describe teachers&#8217; mathematical knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Dominio Afectivo]]></kwd>
<kwd lng="es"><![CDATA[modelo MTSK]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="en"><![CDATA[Affective Domain]]></kwd>
<kwd lng="en"><![CDATA[MTSK model]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
</kwd-group>
</article-meta>
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