<?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>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962023000300008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Conocimiento del profesorado y su relación con el rendimiento matemático del estudiantado]]></article-title>
<article-title xml:lang="pt"><![CDATA[Conhecimento do corpo docente e sua relação com o desempenho matemático do corpo discente]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge of the teaching staff and its relationship with the mathematical performance of the student body]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Rojas]]></surname>
<given-names><![CDATA[Palmenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Serena  ]]></institution>
<addr-line><![CDATA[ La Serena]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962023000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962023000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962023000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los estudios que estiman la relación estadística entre el conocimiento del profesor y el rendimiento matemático de los alumnos son limitados y aún más escasos en Latinoamérica. Desde este punto de vista, el estudio tuvo como objetivo examinar la asociación entre el conocimiento del profesor y el rendimiento del estudiante, en el tema matemático de las fracciones. Mediante una metodología cuantitativa, se utilizó un diseño no experimental de alcance correlacional y transversal. Se aplicaron pruebas estructuradas con preguntas cerradas a 553 estudiantes de cuarto grado y a 18 profesores de 18 escuelas chilenas. La prueba administrada a los profesores mide el conocimiento conceptual de las fracciones y el conocimiento sobre la enseñanza. En el estudio también se examinan las variables contextuales: nivel de conocimientos matemáticos reportados en pruebas nacionales y nivel socioeconómico. Los datos se analizan utilizando correlaciones de Pearson. Los resultados muestran una correlación positiva, fuerte y significativa entre el conocimiento conceptual y el conocimiento sobre la enseñanza (r= 0,71 p &lt; ,01). La correlación entre el conocimiento conceptual del profesor y el rendimiento del estudiantado es positiva, débil pero significativa (r= 0,31 p &lt; ,01). La correlación entre el conocimiento sobre la enseñanza y el rendimiento del estudiantado es positiva, débil pero significativa (r= 0,27 p &lt; ,01). Estos resultados están en línea con estudios que sugieren que el conocimiento de los docentes juega un papel importante en el desempeño de los estudiantes en matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Estudos que estimam a relação estatística entre o conhecimento do professor e o desempenho matemático dos alunos são limitados e ainda mais escassos na América Latina. Sob esse ponto de vista, o estudo teve como objetivo examinar a associação entre o conhecimento do professor e o desempenho do aluno, no tópico matemático de frações. Por meio de uma metodologia quantitativa, foi utilizado um delineamento não experimental de abrangência correlacional e transversal. Testes estruturados com perguntas fechadas foram aplicados a 553 alunos da quarta série e 18 professores de 18 escolas chilenas. O teste aplicado aos professores mede o conhecimento conceitual de frações e o conhecimento sobre o ensino. O estudo também examina as variáveis contextuais: nível de conhecimento matemático relatado em provas nacionais e nível socioeconômico. Os dados são analisados usando correlações de Pearson. Os resultados mostram uma correlação positiva, forte e significativa entre conhecimento conceitual e conhecimento sobre ensino (r= 0,71 p &lt; ,01). A correlação entre o conhecimento conceptual do professor e o desempenho do aluno é positiva, fraca mas significativa (r= 0,31 p &lt; .01). A correlação entre o conhecimento sobre o ensino e o desempenho dos alunos é positiva, fraca mas significativa (r= 0,27 p &lt; ,01). Esses resultados estão de acordo com estudos que sugerem que o conhecimento dos professores desempenha um papel importante no desempenho dos alunos em matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Studies that estimate the statistical relationship between teacher knowledge and students' mathematical performance are limited and even more scarce in Latin America. From this point of view, the study aimed to examine the association between the teacher's knowledge and the student's performance, in the mathematical topic of fractions. Through a quantitative methodology, a non-experimental design of correlational and cross-sectional scope was used. Structured tests with closed questions were applied to 553 fourth grade students and 18 teachers from 18 Chilean schools. The test administered to teachers measures conceptual knowledge of fractions and knowledge about teaching. The study also examines the contextual variables: level of mathematical knowledge reported in national tests and socioeconomic level. Data is analyzed using Pearson correlations. The results show a positive, strong and significant correlation between conceptual knowledge and knowledge about teaching (r= 0.71 p &lt; .01). The correlation between the teacher's conceptual knowledge and the student's performance is positive, weak but significant (r= 0.31 p &lt; .01). The correlation between knowledge about teaching and student performance is positive, weak but significant (r= 0.27 p &lt; .01). These results are in line with studies that suggest that teachers' knowledge plays an important role in student performance in mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[profesor de primaria]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="pt"><![CDATA[professor primário]]></kwd>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[primary school teacher]]></kwd>
<kwd lng="en"><![CDATA[mathematics teaching]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[math]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
</kwd-group>
</article-meta>
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