<?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>S2215-34702021000100245</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-1.15</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study]]></article-title>
<article-title xml:lang="es"><![CDATA[Experiencias de adolescentes mexicanos al elegir una carrera matemática: un estudio de identidad narrativa matemática]]></article-title>
<article-title xml:lang="pt"><![CDATA[Experiências de jovens mexicanos na eleição de uma carreira matemática: um estudo da identidade narrativa matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Sierra]]></surname>
<given-names><![CDATA[Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cervantes-Barraza]]></surname>
<given-names><![CDATA[Jonathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Sandoval]]></surname>
<given-names><![CDATA[Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[ Chilpancingo]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero Departamento de Matemáticas ]]></institution>
<addr-line><![CDATA[ Chilpancingo]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Zacatecas Unidad académica de Matemáticas ]]></institution>
<addr-line><![CDATA[ Zacatecas]]></addr-line>
<country>Mexico</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>245</fpage>
<lpage>264</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000100245&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000100245&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is little qualitative research on mathematics education focused on the experiences of young students when choosing a mathematics degree and how these experiences are assimilated into their mathematics life stories. The objective of this narrative inquiry is to identify the experiences of Mexican students who choose a mathematics degree through their mathematics life story. The conceptualization of a mathematical narrative identity divided into motivations, sources of motivation, and expectations allowed the identification of the following: (1) motivation of Mexican students for choosing a math degree, (2) sources of this motivation, and (3) future expectations related to this choice. This qualitative study was conducted based on a case study to prepare an in-depth analysis of multiple cases and frame them into a general description. Data was gathered from 47 interviews to collect students&#8217; mathematics life stories. The four thematic analyses gave the following results: (1) the three main motivations were &#8220;liking mathematics&#8221;, self-efficacy belief, and the desire to become a &#8220;good teacher&#8221;, (2) the two main expectations were &#8220;being a good teacher&#8221; and &#8220;learning more mathematics&#8221;, and (3) the four main sources of motivations were self-efficacy belief, having &#8220;good teachers&#8221;, indirect experiences, and mastering knowledge. Results have similarities with the importance of self-efficacy beliefs and differences between &#8220;liking mathematics&#8221; and the desire to become a &#8220;good teacher&#8221; regarding the psychological explanations about the motivational forces to choose a math degree.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación matemática tiene poca investigación cualitativa centrada en las experiencias de los jóvenes estudiantes en la elección de una carrera matemática y cómo estas experiencias se asimilan en sus vidas matemáticas. El objetivo de esta investigación narrativa es identificar las experiencias de los alumnos mexicanos que eligen una carrera matemática a través de su historia de vida matemática. La conceptualización de una identidad narrativa matemática dividida en motivaciones, fuentes de motivaciones y expectativas permitió la identificación de: (1) motivaciones de los estudiantes mexicanos para elegir una carrera matemática, (2) fuentes de estas motivaciones y (3) expectativas futuras asociadas con esta elección. Desarrollamos un estudio cualitativo guiado por un caso de estudio, con el fin de realizar un análisis de múltiples casos y enmarcarlo en una descripción general. Los datos se obtuvieron de 47 entrevistas con la población descrita y recopilan sus historias de vida matemática. Cuatro análisis temáticos arrojaron los siguientes resultados: (1) tres motivaciones principales: &#8220;gusto por las matemáticas&#8221;, creencias de autoeficacia y el deseo de convertirse en un &#8220;buen maestro&#8221;, (2) dos expectativas principales: &#8220;ser un buen maestro&#8221; y &#8220;aprender más matemáticas&#8221; y (3) cuatro fuentes principales de motivaciones: creencias de autoeficacia, tener &#8220;buenos maestros&#8221;, experiencias indirectas y dominio del conocimiento. Nuestros resultados tienen similitudes con (la importancia de las creencias de autoeficacia) y diferencias entre (&#8220;gusto por las matemáticas&#8221; y el deseo de convertirse en un &#8220;buen maestro&#8221;) en las explicaciones psicológicas sobre las fuerzas motivadoras en la elección de una carrera matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação matemática possui pouca pesquisa qualitativa centrada nas experiências dos jovens estudantes na eleição de um curso de matemática e como tais experiências são assimiladas em suas vidas matemáticas. Esta pesquisa narrativa tem como objetivo identificar as experiências dos alunos mexicanos que escolhem um curso de matemática por meio de sua história de vida matemática. A conceitualização de uma identidade narrativa no ensino da matemática dividida em motivações, fontes de motivações e expectativas, permitiu a identificação de: (1) motivações dos estudantes mexicanos para escolher um curso de matemática, (2) fontes destas motivações e (3) expectativas futuras associadas com tal eleição. Desenvolvemos um estudo qualitativo guiado por um caso de estudo, com a finalidade de realizar uma análise de múltiplos casos e enquadrá-lo em uma descrição geral. Os dados foram obtidos de 47 entrevistas com o público descrito e reúnem suas histórias de vida matemática. Quatro análises temáticas revelaram os seguintes resultados: (1) três principais motivações: &#8220;gosto pela matemática&#8221;, crença de autoeficácia e desejo de tornar-se um &#8220;bom professor&#8221;, (2) duas principais expectativas: &#8220;ser um bom professor&#8221; e &#8220;aprender mais matemática&#8221; e (3) quatro principais fontes de motivações: crenças de autoeficácia, ter &#8220;bons professores&#8221;, experiências indiretas e domínio do conhecimento. Nossos resultados têm semelhanças com (a importância das crenças de autoeficácia) e diferenças entre (&#8220;gosto pela matemática&#8221; e o desejo de tornar-se um &#8220;bom professor&#8221;) nas explicações psicológicas sobre as forças motivadoras na eleição de um curso de matemática.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Students choosing a math degree]]></kwd>
<kwd lng="en"><![CDATA[students&#8217; motivations]]></kwd>
<kwd lng="en"><![CDATA[narrative inquiry, narrative identity]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy beliefs]]></kwd>
<kwd lng="es"><![CDATA[Elección de carrera matemática de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[motivaciones de los estudiantes]]></kwd>
<kwd lng="es"><![CDATA[investigación narrativa]]></kwd>
<kwd lng="es"><![CDATA[identidad narrativa]]></kwd>
<kwd lng="es"><![CDATA[creencias de autoeficacia]]></kwd>
<kwd lng="pt"><![CDATA[eleição do curso de matemática pelos estudantes]]></kwd>
<kwd lng="pt"><![CDATA[motivações dos estudantes]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa narrativa]]></kwd>
<kwd lng="pt"><![CDATA[identidade narrativa]]></kwd>
<kwd lng="pt"><![CDATA[crenças de autoeficácia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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