<?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>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662024000200246</article-id>
<article-id pub-id-type="doi">10.37843/rted.v17i2.567</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Programa Fomentamos el Aprendizaje Basado en Problemas en la Mejora del Rendimiento Matemático]]></article-title>
<article-title xml:lang="en"><![CDATA[Program Fostering Problem-Based Learning to Improve Mathematical Performance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández-Domínguez]]></surname>
<given-names><![CDATA[Pablo Ysidoro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>246</fpage>
<lpage>257</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662024000200246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662024000200246&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662024000200246&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El aprendizaje basado en problemas (ABP) tiene influencia positiva en la generación de aprendizajes dinámicos en el área de matemáticas. El objetivo fue determinar la influencia del programa Fomentamos el aprendizaje basado en problemas para la mejora del rendimiento matemático en estudiantes de educación primaria (5º y 6º). La investigación se fundamentó bajo el paradigma positivista, enfoque cuantitativo, con aplicación del método hipotético deductivo, diseño experimental y tipo cuasiexperimental, de corte longitudinal. Se tuvo una muestra de 200 estudiantes. Se utilizó el cuestionario TIMSS (Versión revisada) en dos momentos: Pre-Test y Post-Test, conformado por 18 ítems divididos en las dimensiones: Actitud ante las matemáticas, ansiedad matemática y autoeficacia en matemáticas. Los resultados obtenidos mediante la U de Mann - Whitney demostraron que existe influencia significativa del aprendizaje basado en problemas en el rendimiento matemático (sig. 0.000&lt;0.05); asimismo, se confirmó el efecto directo en las dimensiones del rendimiento matemático. Por lo tanto, es pertinente afianzar la alfabetización afectiva matemática, el aprendizaje participativo, la matemática lúdica y la autorregulación de habilidades operativas. Estas estrategias han demostrado efectividad para reducir los niveles de aversión y ansiedad matemática en escolares. De esta manera, se fortalecerán las competencias para el emprendimiento y competencias científicas. Asimismo, se obtendrán niveles de logro satisfactorios según currículo actual. Se concluyó en la necesidad de motivar a los docentes a la realización de programaciones coherentes, contextualizadas y de utilidad que permitan un modo natural de aprender y comprender saberes matemáticos en beneficio de los educandos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Problem-based learning (PBL) has a positive influence on the generation of dynamic learning in the area of &#8203;&#8203;mathematics. The objective was to determine the influence of the program. We promote problem-based learning to improve mathematical performance in primary school students (5th and 6th). The research was based on the positivist paradigm, quantitative approach, applying the hypothetical-deductive method, experimental design, quasi-experimental type, and longitudinal cut. There was a sample of 200 students. The TIMSS questionnaire (Revised Version) was used in two moments, Pre-Test and Post-Test, consisting of 18 items divided into Attitude towards mathematics, mathematical anxiety, and self-efficacy in mathematics. The results obtained through the Mann-Whitney U showed a significant influence of problem-based learning on mathematical performance (sig. 0.000 &lt;0.05); likewise, the direct effect on the dimensions of mathematical performance was confirmed. Therefore, it is pertinent to strengthen affective mathematical literacy, participatory learning, playful mathematics, and self-regulation of operational skills. These strategies have proven effective in reducing levels of mathematical aversion and anxiety in schoolchildren. In this way, entrepreneurial skills and scientific skills will be strengthened. Likewise, satisfactory levels of achievement will be obtained according to the current curriculum. It was concluded that teachers must be motivated to carry out coherent, contextualized, and useful programming that allows a natural way of learning and understanding mathematical knowledge to benefit students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje basado en problemas]]></kwd>
<kwd lng="es"><![CDATA[rendimiento matemático]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia matemática]]></kwd>
<kwd lng="en"><![CDATA[Problem-based learning]]></kwd>
<kwd lng="en"><![CDATA[mathematical performance]]></kwd>
<kwd lng="en"><![CDATA[mathematical self-efficacy]]></kwd>
</kwd-group>
</article-meta>
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