<?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>S2215-34702020000200137</article-id>
<article-id pub-id-type="doi">10.15359/ru.34-2.8</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perfil emocional de docentes de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional profile of mathematics teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-González]]></surname>
<given-names><![CDATA[María S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos-Silverio]]></surname>
<given-names><![CDATA[Josué]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[Chilpancingo Guerrero]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Facultad de Matemáticas ]]></institution>
<addr-line><![CDATA[Chilpancingo Guerrero]]></addr-line>
<country>Mexico</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>137</fpage>
<lpage>152</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702020000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702020000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702020000200137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de esta indagación es estudiar el impacto de las emociones negativas de profesores en servicio, durante la enseñanza de las matemáticas, mediante el análisis de un perfil emocional. La metodología se ciñe al paradigma cualitativoy el diseño de investigación es el estudio de caso. Las participantes son Karla, una docente novel de bachillerato (con estudiantes de 15 a18 años), y Norma, una maestra experimentada de primaria (con estudiantes de 6 a 12 años). Los resultados muestran que Karla experimenta 5 emociones durante la enseñanza de las matemáticas, 2 positivas (júbilo y orgullo) y 3 negativas (autoreproche, reproche y congoja); Norma vivencia, también, 5 emociones, 2 positivas (júbilo y satisfacción) y 3 negativas (autoreproche, decepción y remordimiento). En el caso de Karla,sus emociones negativas la llevan a perder la motivación para impartir sus clases; por ello,tiende a evadir las situaciones del aula que desencadenan en ella esasemociones. En Norma,estas últimas serelacionan con su escaso conocimiento matemático, por lo que, cuando experimenta emociones negativas en clase, se siente &#8220;desarmada&#8221; para poder enfrentar las demandas de sus estudiantes. No obstante, a diferencia de Karla, Norma enfrenta las situaciones que desencadenan en ella las emociones negativas. Con base en lo analizado, se resalta la necesidad de desarrollar el conocimiento emocional del profesor de matemáticas, para regular, de manera óptima, las emociones negativas y desarrollar las clases en un ambiente emocionalmente estable.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research explores the impact of negative emotions of 2 teachers at the moment they are teaching mathematics through an emotional profile. The methodology adheres to the qualitative paradigm, and the research design is the case study. The participants are Karla, a novice high school teacher (15-18-year-old students) and Norma, an experienced primary school teacher (6-12-year-old students). The results demonstrate that Karla experiences 5 emotions during the teaching of mathematics, 2 positive (joy and pride) and 3 negatives (self-reproach, reproach, and distress). Norma has 5 emotions, 2 positive (joy and satisfaction) and 3 negatives (self-reproach, disappointment, and remorse). In the case of Karla, her negative emotions lead her to lose her motivation, when she is teaching; in a certain way, she tends to avoid classroom situations that trigger those negative emotions. In Norma&#8217;s case, negative emotions are related to her poor mathematical knowledge, therefore she feels &#8220;unarmed&#8221; to be able to face the demands of her students when she experiences negative emotions; unlike Karla, Norma faces the situations that trigger in it the negative emotions. Based on the analyzed cases, we emphasize the importance to develop the emotional knowledge in math teachers to optimize the regulation of the negative emotions and develop their classes in an emotionally stable environment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo desta investigação é estudar o impacto das emoções negativas dos professores em serviço durante o ensino da matemática mediante uma análise de um perfil emocional. A metodologia inclui o paradigma qualitativo, e o desenho da pesquisa é o estudo de caso. Os participantes são Karla, uma nova professora do ensino médio (com alunos de 15 a 18 anos) e Norma, uma professora experiente do ensino fundamental (com alunos de 6 a 12 anos). Os resultados mostram que Karla experimenta 5 emoções durante o ensino de matemática, 2 positivas (alegria e orgulho) e 3 negativas (autocensura, censura e angústia); Norma experimenta, também, 5 emoções, 2 positivas (alegria e satisfação) e 3 negativas (autocensura, decepção e remorso). No caso de Karla, as emoções negativas que sente a levam a perder a motivação para ministrar aulas; portanto, tende a evitar situações na sala de aula que desencadeiam essas emoções. Em Norma, estes últimos estão relacionados ao seu escasso conhecimento matemático; portanto, quando experimenta emoções negativas nas aulas, ela se sente "desarmada" para poder enfrentar as demandas de seus alunos. No entanto, ao contrário de Karla, Norma enfrenta as situações que desencadeiam emoções negativas em si. Com base no que foi analisado, destaca-se a necessidade de desenvolver o conhecimento emocional do professor de matemática, para regular, de maneira otimizada, as emoções negativas e desenvolver as aulas em um ambiente emocionalmente estável.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[emociones]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[perfil emocional.]]></kwd>
<kwd lng="en"><![CDATA[emotions]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[emotional profile.]]></kwd>
<kwd lng="pt"><![CDATA[emoções]]></kwd>
<kwd lng="pt"><![CDATA[docentes]]></kwd>
<kwd lng="pt"><![CDATA[matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[perfil emocional.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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