<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982022000200008</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2022.176.60478</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rezago de aprendizajes básicos y brecha digital en el contexto de COVID-19 en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Basic learning backwardness and digital divide in the context of COVID-19 in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hevia]]></surname>
<given-names><![CDATA[Felipe J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergara-Lope]]></surname>
<given-names><![CDATA[Samana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Investigaciones y Estudios Superiores en Antropología Social  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana Instituto de Investigaciones en Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<numero>176</numero>
<fpage>8</fpage>
<lpage>21</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982022000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982022000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982022000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente artículo pretende: 1) generar un diagnóstico sobre los niveles de lectura y matemáticas básicas; y 2) analizar las relaciones entre brecha digital y logro educativo. Se utilizan los datos del proyecto Medición Independiente de Aprendizajes-MIA de noviembre de 2020. Participaron 267 sujetos, entre 3º y 6º de primaria, de una muestra intencional, en Xalapa (México). Se aplicaron instrumentos de lectura y matemáticas básicas; se creó un índice de brecha digital. Resultados: en lectura, 60 por ciento pudo leer una historia simple y 46 por ciento pudo responder una pregunta de comprensión inferencial de segundo de primaria. En matemáticas, 91 por ciento pudo responder sumas simples, pero sólo 33 por ciento pudo resolver restas con acarreo de segundo de primaria. Se encontraron asociaciones significativas entre logro educativo y edad, grado escolar, clases adicionales y brecha digital. Se discute la necesidad de implementar cursos remediales para atender estas brechas y fomentar la equidad educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present article aims to: 1) Diagnose the reading and mathematics level in basic education; and 2) analyze the relationships between digital divide and educational achievement. In order to do this, we compared data from the Independent Measurement of Learning-MIA project dated November 2020. 267 subjects, between 3rd and 6th grade, participated in the intentional sample developed in Xalapa, Veracruz. Basic reading and math instruments were applied; a digital divide index was created. The results revealed that: 60 percent of the participants were able to read a simple story and 46 percent were able to answer a second-grade inferential comprehension question. In math, 91 percent could solve a simple addition, but only 33 percent could solve a second-grade subtraction with carry. We found significant links between educational achievement and age, school grade, additional classes, and digital divide. Furthermore, we discuss the need to implement remedial courses to address these gaps and promote educational.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[logro académico]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[tecnología de la información y comunicación]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[math]]></kwd>
<kwd lng="en"><![CDATA[information and communication technologies]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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