<?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>S2448-80892025000300127</article-id>
<article-id pub-id-type="doi">10.24844/em3703.05</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Causas del desempeño académico en matemáticas desde la perspectiva de estudiantes de secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors affecting academic performance in mathematics from the perspective of middle school students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jáuregui Hernández]]></surname>
<given-names><![CDATA[Katia Larissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Macías]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Baja California Instituto de Investigación y Desarrollo Educativo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Baja California Instituto de Investigación y Desarrollo Educativo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>37</volume>
<numero>3</numero>
<fpage>127</fpage>
<lpage>158</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892025000300127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892025000300127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892025000300127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El bajo desempeño en matemáticas en el nivel de secundaria representa un reto importante del sistema educativo mexicano. Sin embargo, la evidencia disponible sobre los factores que lo explican desde la perspectiva de los propios estudiantes es limitada. El objetivo de esta investigación fue describir las experiencias relacionadas con la enseñanza y las actitudes hacia las matemáticas, a fin de identificar las causas del desempeño académico desde la voz estudiantil. Se empleó una metodología cualitativa con diseño de casos múltiples y entrevistas semiestructuradas aplicadas a 13 estudiantes de secundaria. El análisis, con enfoque interpretativo, se centró en comprender cómo experimentan y significan su aprendizaje en matemáticas, considerando tres ejes principales: prácticas de enseñanza, actitudes y factores asociados al desempeño académico. Los resultados señalan que los estudiantes atribuyen su bajo desempeño a una enseñanza mecánica, exceso de contenidos, bases débiles en álgebra, distracciones en el aula, presión social y familiar, y baja autoeficacia. A partir de ello, se podrían implementar estrategias de enseñanza activas que fortalezcan la autoeficacia, promuevan un clima emocionalmente seguro y atiendan tanto los factores personales como las condiciones del entorno escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Poor performance in mathematics at the middle school level represents a significant challenge for the Mexican education system. However, the available evidence on the factors that explain this from the students&#8217; own perspective is limited. The objective of this research was to describe experiences related to teaching and attitudes toward mathematics in order to identify the causes that determine academic performance from the students&#8217; perspective. A qualitative methodology was used with a multiple case design and semi-structured interviews conducted on thirteen middle school students. The analysis, with an interpretive approach, focused on understanding how they experience and interpret their learning in mathematics, considering three main areas: teaching practices, attitudes, and factors associated with academic performance. The results indicate that students attribute their low performance to mechanical teaching, excessive content, weak foundations in algebra, distractions in the classroom, social and family pressure, and low self-efficacy. Based on this, active teaching strategies could be implemented to strengthen self-efficacy, promote an emotionally safe environment, and address both, personal factors and school environment conditions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[actitudes estudiantiles]]></kwd>
<kwd lng="es"><![CDATA[desempeño académico]]></kwd>
<kwd lng="es"><![CDATA[estudiante de secundaria]]></kwd>
<kwd lng="en"><![CDATA[mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[student attitudes]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[middle school student]]></kwd>
</kwd-group>
</article-meta>
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