<?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>S2215-34702021000100124</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-1.8</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento matemático de estudiantes para docentes de Educación Primaria: Análisis de variables]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical knowledge of elementary education student teachers: variable analysis]]></article-title>
<article-title xml:lang=""><![CDATA[Conhecimento matemático de estudantes para docentes do Ensino Fundamental: Análise de variáveis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segarra]]></surname>
<given-names><![CDATA[Jaime]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Julià]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitat Rovira i Virgili Departamento de Ingeniería Informática y Matemáticas ]]></institution>
<addr-line><![CDATA[ Tarragona]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitat Rovira i Virgili Departamento de Ingeniería Informática y Matemáticas ]]></institution>
<addr-line><![CDATA[ Tarragona]]></addr-line>
<country>Spain</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>35</volume>
<numero>1</numero>
<fpage>124</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000100124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este trabajo investigativo, se estudia el conocimiento de números y geometría de estudiantes para docentes de Educación Primaria. La investigación es de tipo cuantitativo y se utilizaron técnicas de estadística descriptiva e inferencial. Para abordar el estudio, se seleccionaron 20 preguntas liberadas de las pruebas TIMSS y se aplicaron a 97 estudiantes de primer año del grado de Educación Primaria. Los resultados se presentaron en dos secciones diferentes. La primera de ellas muestra que quienes provienen de un bachillerato de Ciencias y quienes recibieron formación matemática en los dos últimos años obtuvieron puntuaciones más altas (p &lt; 0.05). En la segunda sección, se indica que el estudiantado obtiene puntuaciones más altas en el dominio de contenidos de números y en el dominio cognitivo de conocer (p &lt; 0.05). La indagación permitirá reforzar las debilidades que presentan los grupos de aprendices al rediseñar la asignatura Enseñanza y Aprendizaje de Matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The paper studies the knowledge elementary school student teachers have regarding numbers and geometry. This research study is quantitative and used descriptive and inferential statistical techniques. A total of 20 released questions were selected from the TIMSS test and applied to 97 first-year students in an Elementary Education program. Results were presented in two different sections. The first section shows that those who come from a Bachelor's Degree in Science and have received mathematics in the last two years obtained higher scores (p &lt; 0.05). The second section indicates that students obtain higher scores in the number content domain and the knowing cognitive domain (p &lt; 0.05). The study will strengthen the weaknesses presented by the groups of students when redesigning the Teaching and Learning Mathematics course.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste trabalho investigativo, é estudado o conhecimento de números e geometria de estudantes para docentes de Educação Primária. A pesquisa é quantitativa e foram utilizadas técnicas de estadística descritiva e inferencial. Para abordar o estudo, foram selecionadas 20 perguntas disponíveis dos testes TIMSS e aplicadas a 97 estudantes do primeiro ano do Ensino Fundamental. Os resultados foram apresentados em duas seções diferentes. A primeira delas expõe que aqueles que provêm de um bacharelato em Ciências e aqueles que receberam formação matemática nos dois últimos anos obtiveram pontuações mais altas (p &lt; 0,05). Na segunda seção, indica que o corpo discente obtém pontuações mais altas no domínio de conteúdos de números e no domínio cognitivo de conhecimento (p &lt; 0,05). A questão permitirá reforçar as debilidades apresentadas pelos grupos de aprendizes ao redesenhar a matéria de Ensino e Aprendizagem da Matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aritmética]]></kwd>
<kwd lng="es"><![CDATA[geometría]]></kwd>
<kwd lng="es"><![CDATA[profesores en formación]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="es"><![CDATA[razonamiento]]></kwd>
<kwd lng="es"><![CDATA[TIMSS]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[conocimiento matemático]]></kwd>
<kwd lng="en"><![CDATA[Arithmetic]]></kwd>
<kwd lng="en"><![CDATA[geometry]]></kwd>
<kwd lng="en"><![CDATA[teachers in training]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
<kwd lng="en"><![CDATA[reasoning]]></kwd>
<kwd lng="en"><![CDATA[TIMSS]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Mathematical knowledge]]></kwd>
<kwd lng="pt"><![CDATA[Aritmética]]></kwd>
<kwd lng="pt"><![CDATA[geometria]]></kwd>
<kwd lng="pt"><![CDATA[professores em formação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[raciocínio]]></kwd>
<kwd lng="pt"><![CDATA[TIMSS]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimentos matemáticos]]></kwd>
</kwd-group>
</article-meta>
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