<?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>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202021000600598</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de la psicología Piagetana en la educación de la matemática en estudiantes educación básica superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of Piagetian psychology on mathematics education in students of basic higher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarrete Ramírez]]></surname>
<given-names><![CDATA[Rita Amada]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tamayo Mero]]></surname>
<given-names><![CDATA[Alexandra Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guzmán Rugel]]></surname>
<given-names><![CDATA[Martha Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacheco Silva]]></surname>
<given-names><![CDATA[Mónica Gioconda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guayaquil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,M.I. Municipalidad de Guayaquil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>13</volume>
<numero>6</numero>
<fpage>598</fpage>
<lpage>608</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202021000600598&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202021000600598&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202021000600598&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las propuestas de enseñanza de la matemática son muy complejas y lo han sido a lo largo del tiempo, en el nivel básico superior, en donde se presentan fases más complejas con las que el estudiante debe lidiar. La intención de este documento fue la de determinar lo que piensan los docentes del área de matemáticas de dos escuelas públicas sobre psicología Piagetana en la educación de la matemática en estudiantes y con ello validar una propuesta doctoral de la autora principal de este artículo. La investigación se hizo con un corte transversal del mes de enero y marzo del 2021, a través de un estudio de enfoque cuantitativo. Se aplicó una encuesta con 10 ítems al total de una población, es decir, se emplea la muestra por conveniencia, que fueron 36 personas de las dos unidades educativas. El alfa de Cronbach resultó en 0.9. Se concluyó que la hipótesis de que los docentes si emplean los principios de Piaget en sus enseñanzas, pero no lo suficiente, pues los indicadores más altos apenas llegaban al 57,8%, además se encontró que en el análisis correlacional, la variable formal operacional tiene un impacto del 85,5% sobre la educación de la matemática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The proposals for teaching mathematics are very complex and have been over time, at the upper basic level, where there are more complex phases that the student must deal with. The intention of this document was to determine what the teachers of the mathematics area of two public schools think about Piaget´s psychology in the education of mathematics in students and thus validate a doctoral proposal of the main author of this article. The research was carried out with a cross-section of the month of January and March 2021, through a study with a quantitative approach. A survey with 10 items was applied to the total population, that is, the convenience sample was used, which consisted of 36 people from the two educational units. Cronbach's alpha resulted in 0.9. It was concluded that the hypothesis that teachers do use Piaget's principles in their teachings, but not enough, since the highest indicators barely reached 57.8%, it was also found that in the correlational analysis, the formal operational variable it has an impact of 85.5% on mathematics education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento matemático]]></kwd>
<kwd lng="es"><![CDATA[Piaget]]></kwd>
<kwd lng="es"><![CDATA[lógica matemática]]></kwd>
<kwd lng="es"><![CDATA[formal operacional]]></kwd>
<kwd lng="es"><![CDATA[educación de la matemática]]></kwd>
<kwd lng="en"><![CDATA[Mathematical thinking]]></kwd>
<kwd lng="en"><![CDATA[Piaget]]></kwd>
<kwd lng="en"><![CDATA[mathematical logic]]></kwd>
<kwd lng="en"><![CDATA[operational formal]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
</kwd-group>
</article-meta>
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