<?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>S2215-34702021000100384</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-1.24</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Actitud hacia la matemática de los padres y las madres de estudiantes de secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Attitude towards mathematics from parents of secondary students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Atitude com relação à matemática de pais e mães de estudantes do ensino médio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meza-Cascante]]></surname>
<given-names><![CDATA[Luis Gerardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez-Valdés-Ayala]]></surname>
<given-names><![CDATA[Zuleyka]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agüero-Calvo]]></surname>
<given-names><![CDATA[Evelyn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón-Ferrey]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Céspedes]]></surname>
<given-names><![CDATA[Rodolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sancho-Martínez]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Tyteca]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monje-Parrilla]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Escuela de Matemática ]]></institution>
<addr-line><![CDATA[ Cartago]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Escuela de Matemática ]]></institution>
<addr-line><![CDATA[ Cartago]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Escuela de Matemática ]]></institution>
<addr-line><![CDATA[ Cartago]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Escuela de Ciencias Sociales ]]></institution>
<addr-line><![CDATA[ Cartago]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Escuela de Ciencias Naturales y Exactas ]]></institution>
<addr-line><![CDATA[ Cartago]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Escuela de Cultura y Deporte ]]></institution>
<addr-line><![CDATA[ Cartago]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidad de Alicante Departamento de Innovación y Formación Didáctica ]]></institution>
<addr-line><![CDATA[ Alicante]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Departamento de Innovación y Formación Didáctica Departamento de Innovación y Formación Didáctica ]]></institution>
<addr-line><![CDATA[ Alicante]]></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>384</fpage>
<lpage>395</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000100384&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000100384&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000100384&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo principal de la investigación fue estudiar el nivel de actitud hacia la matemática de los padres y las madres de familia de estudiantes de la educación secundaria oficial diurna costarricense, analizando la existencia de diferencias por sexo, por nivel de estudio y rango de edad. La investigación es de tipo cuantitativa descriptiva-exploratoria. La muestra estuvo integrada por 1851 personas padres o madres de estudiantes de la educación secundaria pública, académica y diurna costarricense; el diseño muestral fue simple aleatorio estratificado, según la zona de ubicación (rural o urbana) y área geográfica (provincia) a la que pertenecía el estudiantado matriculado en el 2019. Asimismo, las técnicas estadísticas aplicadas fueron la t de Student y ANOVA de un factor para el estudio de las hipótesis de la investigación. Como resultado se infiere que existen diferencias entre hombres y mujeres en el nivel de actitud hacia la matemática, mostrando los primeros niveles superiores con tamaño del efecto bajo. Además, se detectaron diferencias entre las personas con educación primaria incompleta o educación secundaria incompleta con las que tienen educación universitaria completa, mostrando niveles mayores de actitud los últimos. También, se detectaron diferencias en la actitud hacia la matemática entre las personas con edades entre los 35 y los 50 años, con las de edades mayores, con tamaño del efecto bajo. Se concluye que un 75.6 % de las personas encuestadas manifestó niveles de actitud hacia la matemática altos, lo que se valora como un hallazgo positivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objective of the paper was to study the level of attitude parents of Costa Rican regular secondary school students have towards mathematics, by analyzing differences between sex, levels of education, and age ranges. This paper is a quantitative descriptive exploratory research. The sample consisted of 1851 parents of Costa Rican public, academic, and daytime secondary school students. The design was a stratified simple random sample, based on the location (rural or urban) and the geographical area (province) students were in when enrolled in 2019. In addition, the statistical techniques applied to study the research hypotheses are Student's t-distribution and one-way ANOVA. As a result, it is inferred that there are differences between men and women in their level of attitude towards mathematics, showing the first higher levels with low effect size. There were also differences between parents with incomplete primary or secondary education with those who completed college, the latter showing higher levels of attitude. Differences were also detected in the attitude towards mathematics between people ages 35-50 with those older, with low effect size. It is concluded that 75.6 % of the surveyed parents showed high levels of attitude towards mathematics, which is a positive finding.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O principal objetivo desta pesquisa foi estudar o nível de atitude com relação à matemática de pais e mães de família de estudantes do ensino médio oficial diurno costarriquenho, analisando a existência de diferenças por sexo, por nível de estudo e faixa etária. A pesquisa foi quantitativa descritiva exploratória. A amostra constituiu de 1851 pessoas: pais ou mães de estudantes do ensino médio público, acadêmico e diurno costarriquenha, o desenho de amostragem foi simples aleatória estratificada, segundo a zona de localização (rural ou urbana) e área geográfica (distrito) a que pertencia o corpo estudantil matriculado em 2019. Da mesma forma, as técnicas estatísticas aplicadas foram o teste t de Student e a ANOVA de um fator para o estudo das hipóteses da pesquisa. Como resultado, infere-se que existem diferenças entre homens e mulheres no nível de atitude com relação à matemática, mostrando os primeiros níveis superiores com tamanho do efeito pequeno. Além disso, foram detectadas diferenças entre as pessoas com o ensino fundamental incompleto ou o ensino médio incompleto com as que têm o ensino superior completo, mostrando níveis mais altos de atitude dentre os últimos mencionados. Inclusive, foram detectadas diferenças na atitude com relação à matemática entre as pessoas com idades na faixa dos 35 e 50 anos, e com idades superiores, um tamanho do efeito pequeno. Conclui-se que 75,6 % das pessoas respondentes manifestaram níveis de atitude com relação à matemática altos, o que se avalia como um resultado positivo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[actitud hacia la matemática]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[Costa Rica]]></kwd>
<kwd lng="es"><![CDATA[padres y madres]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[attitude towards mathematics]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[Costa Rica]]></kwd>
<kwd lng="en"><![CDATA[parents]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[atitude com relação à matemática]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Costa Rica]]></kwd>
<kwd lng="pt"><![CDATA[pais e mães]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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