<?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>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032017000100514</article-id>
<article-id pub-id-type="doi">10.15517/aie.v17i1.27473</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actitudes y creencias hacia las matemáticas: un estudio comparativo entre estudiantes y profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[Beliefs and attitudes toward mathematics: a comparative study between students and teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gamboa Araya]]></surname>
<given-names><![CDATA[Ronny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira Mora]]></surname>
<given-names><![CDATA[Tania Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CR</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>CR</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>514</fpage>
<lpage>559</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032017000100514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032017000100514&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032017000100514&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenLa enseñanza y el aprendizaje de las matemáticas se han asociado con bajos resultados académicos, lo que ha creado un ambiente negativo en torno a esta disciplina. Algunas investigaciones han señalado que las creencias y actitudes hacia las matemáticas, por parte de los estudiantes, podrían explicar, en parte, el origen de la problemática que existe en dicha materia. También, han destacado la influencia que el docente posee en la formación de estos componentes del dominio afectivo de sus alumnos. Este artículo muestra los resultados de una investigación en la cual el objetivo fue analizar las actitudes y creencias hacia la disciplina por parte de estudiantes y docentes. La investigación se llevó a cabo en décimo año, con sus respectivos docentes de matemáticas, y participaron tres instituciones de secundaria de Costa Rica. Para el logro de los objetivos, se utilizó un diseño mixto; la recolección de datos se realizó mediante encuestas, observación, entrevistas y un grupo focal. Los resultados obtenidos muestran coincidencias y divergencias para ambos grupos de participantes. Estudiantes y docentes coinciden en señalar que para aprender matemáticas es necesario, entre otros aspectos, esfuerzo, dedicación y sentir gusto por la materia. Valoran la aplicabilidad de la disciplina, aunque esto no se utiliza como un recurso didáctico en las lecciones. El estudiantado, en general, no presenta interés en el aprendizaje de las matemáticas; mientras que el profesorado las valora como una disciplina agradable y fundamental en la formación de toda persona. Lo anterior genera un reto para el docente, quien debe innovar en su labor de aula para incidir, positivamente, en el domino afectivo de sus estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThe teaching and learning of Mathematics have been associated with low academic performance, which has created a negative atmosphere around it. Some research has indicated that beliefs and attitudes towards Mathematics, by students, may partly explain the origin of this problem. They also highlighted the influence that the teacher has in the formation of these components of the affective domain of their students. This article shows the results of an investigation where the objective was to analyze the attitudes and beliefs of students and teachers toward this discipline. The research was carried out in three secondary institutions in Costa Rica with tenth-grade students and their mathematics teachers. To achieve the goals, a mixed design research type was used; data collection was conducted through questionnaires, observation, interviews, and a focus group. The results show similarities and differences for both groups of participants. Students and teachers agree that, to learn Mathematics, is necessary, among other things, effort, dedication and feel like for the discipline. They value the applicability of discipline, although this is not used as a teaching resource in the lessons. Students, in general, have no interest in learning mathematics; while mathematics teachers value it as a likable and fundamental in the education of each person. This creates a challenge for teachers, which must innovate in their classroom work to influence positively in the affective domain of their students.]]></p></abstract>
<kwd-group>
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<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="en"><![CDATA[attitudes]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
</kwd-group>
</article-meta>
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