<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582020000200296</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-2.15</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudio comparativo sobre ansiedad matemática entre estudiantes de Costa Rica y España]]></article-title>
<article-title xml:lang="en"><![CDATA[Comparative Study on Mathematical Anxiety Among Students From Costa Rica and Spain]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estudo comparativo sobre ansiedade matemática entre estudantes da Costa Rica e Espanha]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado-Monge]]></surname>
<given-names><![CDATA[Islande]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Martínez]]></surname>
<given-names><![CDATA[Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Tyteca]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[Granada ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Alicante  ]]></institution>
<addr-line><![CDATA[Alicante ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>296</fpage>
<lpage>316</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000200296&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000200296&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000200296&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La ansiedad matemática (AM) es una de las reacciones afectivas que mayor influencia presenta en el desempeño del estudiantado; factores como el rendimiento académico, el género y la escogencia de la titulación se ven negativamente afectados por este constructo afectivo. En estudios anteriores se concluyó que tanto en Costa Rica como en España se han encontrado estudiantes que presentan ansiedad matemática, por lo tanto, en este artículo científico derivado de una investigación se profundizó en ello y se propuso como objetivo realizar un estudio comparativo sobre AM entre el estudiantado de la Universidad Nacional Costa Rica y de la Universidad de Granada en España, y precisar esta comparación observando lo que ocurre en cada país respecto a las diferencias de género y a la escogencia de la titulación. Para ello se aplicó una escala tipo Likert a un grupo de 2 085 estudiantes que cursaban la primera materia de matemática de su carrera universitaria, de este, 895 son estudiantes de la Universidad Nacional de Costa Rica y 1 190 son estudiantes de la Universidad de Granada en España. La escala permitió agrupar los i&#769;tems en tres categori&#769;as: ansiedad matemática ante los problemas, ansiedad matemática ante los exa&#769;menes, y ansiedad ante la matema&#769;tica en general; en esta u&#769;ltima categori&#769;a se incluyen aquellas situaciones relacionadas con el transcurso habitual de las clases de matema&#769;tica. La investigación es de tipo cuantitativa. Para el análisis de utilizó un diseño factorial en el que las medidas de la ansiedad matemática y la de sus subconstructos actúan como variables dependientes, y la nacionalidad del estudiantado, el sexo y el tipo de carrera que cursan son los factores considerados en dicho diseño. Se evidenció que el alumnado de ambos países mostró un comportamiento similar con respecto a su ansiedad matemática; además, tanto en Costa Rica como en España, el estudiantado de las carreras con la mayor cantidad de cursos de matemática presenta ansiedad matemática, ansiedad matemática ante los problemas, ansiedad matemática ante los exámenes y ansiedad ante la matemática en general, significativamente menor que el resto del alumnado. No encontramos diferencias estadísticamente significativas del país según el género, evidenciando que en ambos países se mantiene que las mujeres presentan mayor ansiedad matemática, ansiedad matemática ante los problemas, ansiedad matemática ante los exámenes y ansiedad ante la matemática en general que los hombres. También, encontramos de forma significativa una correlación positiva entre las variables dependientes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Mathematical anxiety is one of the affective reactions that have the most significant influence on students&#8217; performance. This affective construct negatively influences factors such as academic performance, gender, and the choice of the degree. Earlier studies concluded that there are students in Costa Rica and Spain who suffer from mathematical anxiety; so this article, derived from a research project, deeply analyzes the phenomenon and compares its presence in university students from the National University of Costa Rica and the University of Granada in Spain, and specifies this comparison observing what happens in each country in relation to gender differences and the choice of the degree program. A Likert scale was used to collect the information, which even allowed grouping the data into three categories: mathematical anxiety when facing problems, mathematical anxiety at the moment of exams, and mathematical anxiety in general. In this last category are included situations while teaching mathematics classes. The research is quantitative. The analysis implemented a factorial design in which the measures of mathematical anxiety and its sub-constructs act as dependent variables, and the nationality of the students, sex, and type of career students are enrolled in are the factors considered in the said design. The research revealed that the students of both countries showed similar behaviors concerning their mathematical anxiety. Besides, both in Costa Rica and in Spain, the students with a greater quantity of mathematics courses showed mathematical anxiety, mathematical anxiety when facing problems, mathematical anxiety at the moment of exams, and mathematical anxiety in general, significantly less than the rest of students. We did not find statistically significant differences based on gender in the country; this evidenced that, in both countries, it is accepted that women show higher mathematical anxiety when facing problems, mathematical anxiety at the moment of exams, and mathematical anxiety in general than men. We also found a significant positive correlation between the dependent variables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A ansiedade matemática (AM) é uma das reações afetivas que mais influenciam no desempenho dos estudantes. Fatores como desempenho acadêmico, gênero e a escolha do grau são influenciados negativamente por esse construto afetivo. Em estudos anteriores concluiu-se que tanto Costa Rica e Espanha encontraram estudantes que têm ansiedade matemática, por isso, nesse artigo científico proveniente de uma pesquisa foi realizar um estudo comparativo sobre AM entre estudantes da Universidade Nacional da Costa Rica e da Universidade de Granada, na Espanha e especificar na comparação o que acontece em cada país em relação a diferenças de gênero e escolha de grau. Para lograr este objetivo, foi aplicada uma escala de Likert a 2085 estudantes da primeira matéria de matemática de sua carreira universitária, dos quais 895 são estudantes da Universidade Nacional da Costa Rica e 1190 são estudantes da Universidade de Granada, na Espanha. A escala permitiu agrupar os itens em três categorias: ansiedade matemática frente aos problemas, ansiedade matemática frente aos exames e ansiedade matemática em geral; nesta última categoria estão incluídas as situações relacionadas ao curso normal das aulas de matemática. A pesquisa é quantitativa. Para a análise utilizou um desenho fatorial no qual a ansiedade matemática e suas sub-construções agem como variáveis dependentes, e a nacionalidade dos estudantes, o sexo e tipo de carreira que concorrem são os fatores considerados neste projeto. Evidenciou-se que os estudantes dos dois países apresentaram um comportamento semelhante em relação à sua ansiedade matemática. Além disso, tanto Costa Rica como na Espanha, os estudantes com o maior número de cursos de matemática apresentam ansiedade matemática, ansiedade matemática frente aos problemas, ansiedade matemática frente aos exames e ansiedade matemática em geral significativamente inferior ao restantes dos estudantes. Não houve diferenças estatisticamente significativas relacionadas ao gênero, demonstrando que ambos países mantiveram as mulheres com maior ansiedade matemática, ansiedade matemática frente aos problemas, ansiedade matemática frente aos exames e ansiedade matemática em geral que os homens. Além disso, encontramos uma correlação positiva significativa entre as variáveis dependentes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Ansiedad matemática]]></kwd>
<kwd lng="es"><![CDATA[estudio comparativo]]></kwd>
<kwd lng="es"><![CDATA[país]]></kwd>
<kwd lng="es"><![CDATA[género]]></kwd>
<kwd lng="es"><![CDATA[titulación]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="en"><![CDATA[Mathematical anxiety]]></kwd>
<kwd lng="en"><![CDATA[comparative study]]></kwd>
<kwd lng="en"><![CDATA[country]]></kwd>
<kwd lng="en"><![CDATA[gender]]></kwd>
<kwd lng="en"><![CDATA[degree]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="pt"><![CDATA[Ansiedade matemática]]></kwd>
<kwd lng="pt"><![CDATA[estudo comparativo]]></kwd>
<kwd lng="pt"><![CDATA[país, gênero]]></kwd>
<kwd lng="pt"><![CDATA[grau]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitários]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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