<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322021000100194</article-id>
<article-id pub-id-type="doi">10.22458/ie.v23i34.3517</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tendencias re-educativas para la Enseñanza de la Matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Re-education trends in Mathematics Teaching]]></article-title>
<article-title xml:lang="pt"><![CDATA[Tendências Reeducacionais para o Ensino da Matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández Bravo]]></surname>
<given-names><![CDATA[José Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Enseñanza Superior Don Bosco  ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>España</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>23</volume>
<numero>34</numero>
<fpage>194</fpage>
<lpage>197</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322021000100194&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322021000100194&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322021000100194&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este editorial científico se enuncian criterios básicos y principios fundamentales de metodología di dáctica para la enseñanza de la matemática, recogidos durante más de treinta años mediante la experiencia como docente e investigador. El desarrollo de la capacidad de escucha y la necesidad de añadir a las constantes &#8220;sentido&#8221; y &#8220;significado&#8221; para la adquisición del conocimiento matemático, la variable &#8220;sensibilidad&#8221; son -junto con otros valores- imprescindibles en la función que determina los resultados de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary:  This scientific editorial sketches out the main criteria and the fundamental principles of the didactic methodologies in Mathematics Teaching gathered throughout my thirty years of experience working in the field as a teacher and a researcher. Developing listening skills as well as adding up to the constant notions of &#8220;sense&#8221; and &#8220;meaning&#8221; for the acquisition of mathematical knowledge along with the &#8220;sensitivity&#8221; variable among other values are vital in the function that determines the learning outcomes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste editorial científico estabelece critérios básicos e princípios fundamentais de metodologia didática para o ensino da matemática, reunidos ao longo de mais de trinta anos mediante a experiência como professor e pesquisador. O desenvolvimento da capacidade de escuta e a necessidade de acrescentar as constantes &#8220;sentido&#8221; e &#8220;significado&#8221; para a aquisição do conhecimento matemático, a variável &#8220;sensibilidade&#8221; são -juntamente com outros valores- imprescindíveis na função que determina os resultados de aprendizagem.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Método de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Innovación científica]]></kwd>
<kwd lng="es"><![CDATA[Matemáticas]]></kwd>
<kwd lng="en"><![CDATA[math teaching]]></kwd>
<kwd lng="en"><![CDATA[learning methods]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[scientific innovation]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[método de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[inovação científica]]></kwd>
<kwd lng="pt"><![CDATA[matemática.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barallobres]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diferentes interpretaciones de las dificultades de aprendizaje en matemática]]></article-title>
<source><![CDATA[Educación matemática]]></source>
<year>2016</year>
<volume>28</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>39-68</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berlanger]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Gilbert]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Du matériel et des activités de manipulation pour soutenir un apprentissage constructif des fractions et des opérations sur les fractions de 10 à 14 ans. Dans Actes du colloque Copirelem, Épinal (pp. 97-116).]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Berta]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Hoffmann]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Cooperative learning methods in mathematics education - 1.5-year experience from teachers&#8217; perspective. Annales Mathematicae et Informaticae]]></source>
<year>2020</year>
<numero>52</numero>
<issue>52</issue>
<page-range>269-79</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández Bravo]]></surname>
<given-names><![CDATA[J. A]]></given-names>
</name>
<name>
<surname><![CDATA[Barbarán Sánchez]]></surname>
<given-names><![CDATA[J. J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impacto de la invención de problemas matemáticos en la metacognición]]></article-title>
<source><![CDATA[Revista Intercontinental de Psicología y Educación]]></source>
<year>2017</year>
<volume>18</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>157-78</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández Bravo]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Geometría plana intuitiva]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Editorial CCS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fuentes-Cabrera]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Parra-González]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
<name>
<surname><![CDATA[López-Belmonte]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Segura-Robles]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning Mathematics with Emerging Methodologies-The Escape Room as a Case Study. Mathematics]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreno-Guerrero]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rondón García]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Martínez Heredia]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez-García]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject ofMathematics. Mathematics]]></source>
<year>2020</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
