<?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>S1409-42582022000200464</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-2.25</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resiliencia en aprendices de contenidos matemáticos]]></article-title>
<article-title xml:lang="en"><![CDATA[Resilience in mathematics learners]]></article-title>
<article-title xml:lang="pt"><![CDATA[Resiliência entre pessoas aprendizes de conteúdos matemáticos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Padrón]]></surname>
<given-names><![CDATA[Oswaldo Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tejada-Lagonell]]></surname>
<given-names><![CDATA[Miren Dunixe De]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica del Norte  ]]></institution>
<addr-line><![CDATA[Ibarra ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Experimental Libertador  ]]></institution>
<addr-line><![CDATA[Caracas ]]></addr-line>
<country>Venezuela</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[Guerrero ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>464</fpage>
<lpage>483</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000200464&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000200464&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000200464&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción. Se caracteriza una serie de aspectos relacionados con la resiliencia de las personas aprendices de contenidos matemáticos, habida cuenta de que muchas exhiben actitudes desfavorables hacia la matemática, que restringen la posibilidad de arrostrar la resolución de problemas en esta asignatura, con casos que abortan hasta la tarea o abandonan la escuela por sentir aversión hacia la matemática.  Objetivo.  Caracterizar la resiliencia asociada con las personas aprendices de contenidos matemáticos.  Análisis.  Se desarrolló una revisión documental tomando en cuenta, mayormente, lo visibilizado en las últimas dos décadas. Esta se apoyó en un análisis de contenido, en su arista cualitativa, de una serie de asuntos relacionados con las potencialidades que deben poseer las personas aprendices de contenidos matemáticos para hacer frente a los problemas matemáticos y resolverlos de manera exitosa, centrando la atención en los que no logran superar las situaciones difíciles que suelen presentarse en el aula de matemática.  Resultados.  Entre los hallazgos se resalta que la resiliencia acontece en determinadas condiciones contextuales y quienes la experimentan muestran una impetuosa compulsión interior sustentada en varios pilares, entre los que destacan factores socioafectivos como la autoeficacia, la perseverancia para resolver problemas matemáticos y, fundamentalmente, lo valorativo que marca el sendero para la acción correcta ante obstáculos que las personas aprendices logran encarar hasta superar la circunstancia causante de la dificultad.  Conclusiones . Se concluye que toda persona aprendiz de contenidos matemáticos tiene la posibilidad de ser resiliente, si decide afrontar las situaciones extremas que pudieran acontecer en torno al proceso de enseñanza-aprendizaje de la matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction.  A series of aspects related to learners&#8217; resilience of mathematical content are characterized, considering that students can exhibit unfavorable attitudes towards Mathematics. These attitudes restrict the possibility of facing problem-solving in this subject, with cases of students abandoning homework or dropping out of school because they feel aversion towards Mathematics.  Objective.  To characterize the resilience associated with learners of mathematical content.  Analysis. A documentary review was conducted, taking into account, mainly, what has been made visible in the last two decades. It was supported by a qualitative content analysis of issues related to the potentialities that Mathematics learners should have to face mathematical problems and solve them successfully. The study focused on students unable to overcome the difficult situations that usually arise in the mathematics classroom.  Results . Among the findings, it is highlighted that resilience occurs in certain contextual conditions and that those who experience it show an impetuous inner compulsion supported by several pillars. These pillars include socio-affective factors such as self-efficacy, perseverance to solve mathematical problems, and, fundamentally, the value that marks the path for the correct action when learners face obstacles until they overcome the circumstance causing the difficulty.  Conclusions . It is concluded that every learner of mathematical contents may be resilient if he/she decides to face the extreme situations that may occur in the teaching-learning process of Mathematics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução.  Caracteriza-se uma série de aspectos relacionados à resiliência de aprendizes de conteúdos matemáticos, dado o conhecimento de que muitas dessas pessoas apresentam atitudes desfavoráveis em relação à Matemática, que restringem a possibilidade de enfrentar a resolução de problemas nessa disciplina, descrevendo casos que abortam até mesmo os deveres de casa ou abandonam a escola porque não gostam da matemática.  Objetivo.  Caracterizar a resiliência associada as pessoas aprendizes de conteúdos matemáticos.  Análise.  Uma revisão documental foi desenvolvida, levando em consideração, principalmente, o que se tornou visível nas últimas duas décadas. Apoiou-se na análise de conteúdo, na sua vertente qualitativa, de um conjunto de questões relacionadas com as potencialidades que aprendentes de conteúdos matemáticos devem possuir para enfrentar os problemas matemáticos e resolvê-los com sucesso, tendo como foco as pessoas que não conseguem ultrapassar as situações difíceis que habitualmente surgem na sala de aula de matemática.  Resultados.  Dentre o que foi encontrado, destaca-se que a resiliência ocorre em determinadas condições contextuais e quem a vivencia mostra uma impetuosa compulsão interna sustentada por diversos pilares, destacando fatores socioafetivos como autoeficácia, perseverança para resolver problemas matemáticos e, fundamentalmente, a avaliativa que marca o caminho para a ação correta diante dos obstáculos que os aprendizes conseguem enfrentar até que superem a circunstância que causa a dificuldade.  Conclusões. Conclui-se que toda pessoa aprendiz de conteúdos matemáticos tem a possibilidade de ser resiliente se decidir enfrentar as situações extremas que podem ocorrer em torno do processo de ensino-aprendizagem da Matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Actitudes]]></kwd>
<kwd lng="es"><![CDATA[adversidad]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[resiliencia matemática]]></kwd>
<kwd lng="en"><![CDATA[Attitudes]]></kwd>
<kwd lng="en"><![CDATA[adversity]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[mathematics resilience]]></kwd>
<kwd lng="pt"><![CDATA[Atitudes]]></kwd>
<kwd lng="pt"><![CDATA[adversidade]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[resiliência matemática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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