<?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>S2215-41322022000200067</article-id>
<article-id pub-id-type="doi">10.22458/ie.v24i37.3672</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores de la dimensión afectiva asociados a las reacciones frente evaluaciones en matemática: la experiencia de dos jóvenes estudiantes destacados académicamente]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors of the affective dimension linked to reactions to mathematic tests: the experience lived by two academically outstanding students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores da dimensão afetiva associados às reações às avaliações matemáticas: a experiência de dois jovens estudantes academicamente excelentes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Díaz]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matus Correa]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Santiago de Chile  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<numero>37</numero>
<fpage>67</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322022000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322022000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322022000200067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo, se identifica un establecimiento educacional chileno en la Región Metropolitana de Santiago, donde las brechas de género, en resultados de evaluaciones de matemática de pruebas estandarizadas, se revirtieron. Así, se explora la influencia del factor afectivo en los rendimientos escolares y, para ello, se ha aplicado y analizado la concordancia en las respuestas de una encuesta que mide emociones y ansiedad hacia la matemática aplicada a dos estudiantes aventajados académicamente, uno de género masculino y una de género femenino, para determinar diferencias en sus emociones respecto a actividades escolares relacionadas con la matemática. Luego se entrevistó a uno de ellos: el varón, de modo que se presentan las diferencias identificadas en factores afectivos, así como la vivencia de este estudiante durante las evaluaciones de matemática en su época escolar, mediante el análisis de su discurso e interpretando creativamente al hablante. A partir de los resulta- dos, se concluye que, frente a mismas actividades escolares vinculadas con la matemática, se provocan distintos estados afectivos entre los participantes. Dichas diferencias no se asocian al nivel de autoeficacia, valoración o rendimiento en matemática manifestadas por los participantes. Además, se detectó inseguridad no relacionada con el dominio del contenido al examinar, en detalle, el discurso del participante varón.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article, we identify a Chilean educational establishment in the Metropolitan Region of Santiago, where gender gaps were reverted in mathematics tests results. By exploring the affective factor on school performance and applying and analyzing the concomitance between the answers given in a survey that measures emotions and anxiety towards mathematics. The survey was applied to two academically gifted students (one male and one female) to determine the differences in their emotions regarding mathematics- related school activities. Subsequently, we interviewed the male student. Differences were identified in affective factors, as well as in this student's experience during the mathematics evaluations in his school days, through analyzing his speech and using creative interpretation. The results concluded that different affective states are provoked among the participants facing the same school activities related to mathematics. Said differences were not associated with the level of self-efficacy, assessment or performance in mathematics expressed by the participants. In addition, insecurity not related to the content domain was detected when examining, in detail, the speech of the male participant.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo identifica um estabelecimento educacional chileno na Região Metropolitana de Santiago, onde as lacunas de gênero nos resultados das avaliações matemáticas em testes padronizados foram revertidas. Assim, a influência do fator afetivo no desempenho escolar é explorada e, para este fim, foi aplicada e analisada a concordância nas respostas de uma pesquisa que mede emoções e ansiedade em relação à matemática aplicada a dois estudantes academicamente favorecidos, um masculino e uma feminina, para determinar diferenças em suas emoções em relação às atividades escolares relacionadas à matemática. Um deles, o masculino, foi então entrevistado a fim de apresentar as diferenças identificadas em fatores afetivos, bem como a experiência deste estudante durante as avaliações matemáticas em seus anos escolares, analisando seu discurso e interpretando criativamente sua fala. A partir dos resultados, concluise que, diante das mesmas atividades escolares relacionadas com a matemática, diferentes estados afetivos são provocados entre os participantes. Essas diferenças não estão associadas com o nível de autoeficácia, valorização ou desempenho em matemática expresso pelos participantes. Além disso, a insegurança não relacionada ao domínio do conteúdo foi verificada ao examinar, em detalhes, o discurso do participante masculino.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[evaluación]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[creencia]]></kwd>
<kwd lng="es"><![CDATA[actitud]]></kwd>
<kwd lng="es"><![CDATA[afectividad]]></kwd>
<kwd lng="es"><![CDATA[dominio]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[beliefs]]></kwd>
<kwd lng="en"><![CDATA[attitude]]></kwd>
<kwd lng="en"><![CDATA[affective domain]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[crença]]></kwd>
<kwd lng="pt"><![CDATA[atitude]]></kwd>
<kwd lng="pt"><![CDATA[afetividade]]></kwd>
<kwd lng="pt"><![CDATA[domínio]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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