<?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>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702020000200001</article-id>
<article-id pub-id-type="doi">10.15359/ru.34-2.1</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Belief system of future teachers on Education for Sustainable Development in math classes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Sistema de crenças dos futuros professores sobre a Educação para o Desenvolvimento Sustentável na aula de matemática]]></article-title>
<article-title xml:lang="es"><![CDATA[Sistema de creencias de los futuros maestros sobre Educación para el Desarrollo Sostenible en la clase de matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seckel]]></surname>
<given-names><![CDATA[María José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alsina]]></surname>
<given-names><![CDATA[Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Villarrica ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule Departamento de Formación Inicial Escolar ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Girona Departamento de Didácticas Específicas ]]></institution>
<addr-line><![CDATA[Girona ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>1</fpage>
<lpage>15</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702020000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702020000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702020000200001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo se indaga o sistema de crenças de futuros professores chilenos de Educação Infantil e Ensino Fundamental em relação às suas competências para incorporar a Educação para o Desenvolvimento Sustentável (EDS) na sala de aula escolar, especificamente na aula de matemática. Para isso, foi aplicada uma enquete a 87 futuros professores do Ensino Fundamental e 58 futuros professores do Ensino Infantil, analisada desde um enfoque interpretativo. Os resultados evidenciaram pouca clareza em relação à EDS e seu alcance, apesar de ser valorizada. Da mesma forma, há uma clara necessidade de formação a esse respeito e o potencial do ensino da matemática como ferramenta para incorporar a EDS na sala de aula. Conclui-se que é necessário incorporar competências vinculadas à EDS nos programas de formação inicial e permanente de professores de forma transversal, no ensino de matemática, em nosso caso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este estudio se indaga en el sistema de creencias de futuros profesores chilenos de educación infantil y de educación primaria respecto de sus competencias para incorporar la Educación para el Desarrollo Sostenible (EDS) en el aula escolar, específicamente, en la clase de matemáticas. Para ello, se aplicó una encuesta a 87 posibles docentes de educación primaria y 58 futuros maestros de educación infantil, la cual se analizó desde un enfoque interpretativo. Los resultados evidencian poca claridad respecto de la EDS y su alcance, pese a ser valorada. Asimismo, se muestra una determinada necesidad de formación al respecto y el potencial de la educación matemática como herramienta para incorporar la EDS en el aula escolar. Se concluye que es importante incorporar competencias vinculadas a la EDS en los programas de formación inicial y permanente del profesorado de manera transversal, en nuestro caso, desde la educación matemática.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[belief system]]></kwd>
<kwd lng="en"><![CDATA[education for sustainable development]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[math teaching]]></kwd>
<kwd lng="en"><![CDATA[mathematics education, UNESCO]]></kwd>
<kwd lng="en"><![CDATA[preservice teachers]]></kwd>
<kwd lng="en"><![CDATA[prospective teachers]]></kwd>
<kwd lng="pt"><![CDATA[sistema de crenças]]></kwd>
<kwd lng="pt"><![CDATA[educação para o desenvolvimento sustentável]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[UNESCO]]></kwd>
<kwd lng="pt"><![CDATA[futuros professores.]]></kwd>
<kwd lng="es"><![CDATA[sistema de creencias]]></kwd>
<kwd lng="es"><![CDATA[educación para el desarrollo sostenible]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[UNESCO]]></kwd>
<kwd lng="es"><![CDATA[futuros maestros]]></kwd>
</kwd-group>
</article-meta>
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