<?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>S2218-36202021000300201</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Consideraciones teóricas de la emocionalidad en el proceso enseñanza aprendizaje de las matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical considerations of emotionality in the teaching-learning process of mathematics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabeza García]]></surname>
<given-names><![CDATA[Pedro Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Metropolitana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</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>13</volume>
<numero>3</numero>
<fpage>201</fpage>
<lpage>210</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202021000300201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202021000300201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202021000300201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se deduce que los procesos perceptivos generados o modificados a partir de la práctica de aula en las clases de matemática, son regulados por componentes biopsico sociales, significativamente. De ahí que se observe en el discente, la presencia de algunas anomalías y deformaciones previas a la comprensión matemática con las que percibe y construye el mundo y que se manifiestan en las aulas, y su aprendizaje. Por consiguiente, se conjetura que a partir de esas regulaciones se generan debilidades y efectos contraproducentes al momento de formar las competencias numéricas, heurísticas y representativas de conocimientos complejos, comprendidos en los currículos de escolarización matemática. El aporte teórico aproximado en el presente artículo a través de una investigación con base documental con el propósito de ampliar y profundizar sobre el conocimiento de la influencia de la emocionalidad en la enseñanza-aprendizaje de las Matemáticas, basándose en fuentes bibliográficas y documentales existentes del tema en estudio, llegándose a la conclusión que las emociones si regulan el proceso enseñanza aprendizaje de las matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT It follows that the perceptual processes generated or modified from classroom practice in mathematics classes are significantly regulated by biopsychosocial components. Hence, the presence of some anomalies and deformations prior to mathematical understanding is observed in the student with which he perceives and constructs the world and which are manifested in the classrooms, and his learning. Consequently, it is conjectured that from these regulations weaknesses and counterproductive effects are generated when forming the numerical, heuristic and representative competencies of complex knowledge, included in the mathematics school curricula. The approximate theoretical contribution in this article through a documentary-based research with the purpose of expanding and deepening the knowledge of the influence of emotionality in the teaching-learning of Mathematics, based on existing bibliographic and documentary sources on the subject under study, reaching the conclusion that emotions do regulate the teaching-learning process of mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Emocionalidad]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[matemática]]></kwd>
<kwd lng="en"><![CDATA[Emotionality]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
</kwd-group>
</article-meta>
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