<?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>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442021000100121</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v45i1.41317</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rezago en asignaturas de contenido matemático en estudiantes de último año: analizando resultados de colegios en territorios indígenas y del Gran Área Metropolitana de Costa Rica]]></article-title>
<article-title xml:lang="en"><![CDATA[Math Difficulties in High School Seniors: Analysis of Results from High Schools in Costa Rica´s Indigenous Territories and the Greater Metropolitan Area]]></article-title>
</title-group>
<contrib-group>
<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 contrib-type="author">
<name>
<surname><![CDATA[Zamora-Araya]]></surname>
<given-names><![CDATA[José Andrey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Smith-Castro]]></surname>
<given-names><![CDATA[Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montero-Rojas]]></surname>
<given-names><![CDATA[Eiliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>1</numero>
<fpage>121</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442021000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442021000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442021000100121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación utiliza la perspectiva de la eficacia escolar considerando tres factores: características sociodemográficas, actitudes hacia la matemática y creencias sociales en torno al género en contextos matemáticos. El objetivo es explorar el valor predictivo de variables que podrían estar asociadas al rezago en asignaturas de contenido matemático en estudiantes de colegios ubicados en territorios indígenas y del Gran Área Metropolitana de Costa Rica (GAM). El estudio de corte transversal y correlacional se realizó con una muestra de 356 estudiantes, quienes respondieron cuatro escalas: autoeficacia matemática, utilidad de la matemática, creencias sexistas y estereotipos de género en contextos matemáticos. Se utilizaron modelos de regresión multinivel con dos variables dependientes: a) un contador de rezago para asignaturas de contenido matemático y b) una variable que identificó a quienes debieron presentar pruebas de aplazados en matemática. Los resultados mostraron la autoeficacia matemática como el principal predictor del rezago en ambas poblaciones y en ambas variables dependientes. Solo en los colegios del GAM fueron relevantes las predictoras edad, sexismo benevolente y equidad. Aunado a esto, el valor explicativo de los predictores en las variables dependientes, es considerablemente mayor para los colegios de la GAM. A pesar de las diferencias contextuales, se concluye que la autoeficacia matemática es un predictor relevante para el rezago, reforzando la importancia de su estímulo en el aula. Otra conclusión es la necesidad de realizar estudios específicos en colegios de territorios indígenas, con el fin de contribuir a la comprensión de los factores asociados al rezago en esta población particular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The School Effectiveness Framework was used to examine three dimensions: socio-demographic characteristics, attitudes towards Math and social beliefs about Math contexts with the objective of exploring the predictive value of variables associated with difficulties in Math-related subjects for high school seniors (last year students) in Indigenous territories and the Greater Metropolitan Area of Costa Rica. The is a cross-sectional and correlational study based on a sample size of 356 students who answered four questionnaires: The Math Self-Efficacy Scale, Math Usefulness, Sexist Beliefs and Math-Gender Stereotypes. Multilevel regression models were calculated using two dependent variables: a) a count indicator for difficulties in Math-related subjects and, b) a variable identifying students who needed to take a remedial test to pass the subject. Results reveal that Math Self-Efficacy was the principal predictor of difficulties in both populations. Benevolent Sexism and Equity were also relevant only for BMA-age high school students. The explicative value of the predictors in both dependent variables is considerably higher for BMA schools. Despite contextual differences, it can be concluded that that Math Self-efficacy is a relevant predictor for indicators related to Math difficulties and its use should be promoted in classrooms. However, more research is needed, specifically in indigenous territories, to help reduce factors that are causing students to lag behind in Math in this specific population group.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Rezago en matemática]]></kwd>
<kwd lng="es"><![CDATA[Territorios indígenas de Costa Rica]]></kwd>
<kwd lng="es"><![CDATA[Actitudes]]></kwd>
<kwd lng="es"><![CDATA[Creencias sociales]]></kwd>
<kwd lng="es"><![CDATA[Modelos de regresión multinivel]]></kwd>
<kwd lng="en"><![CDATA[Math Difficulties]]></kwd>
<kwd lng="en"><![CDATA[Indigenous Territories in Costa Rica]]></kwd>
<kwd lng="en"><![CDATA[Attitudes]]></kwd>
<kwd lng="en"><![CDATA[Social Beliefs]]></kwd>
<kwd lng="en"><![CDATA[Multilevel Regression Models]]></kwd>
</kwd-group>
</article-meta>
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