<?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>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682024000201206</article-id>
<article-id pub-id-type="doi">10.22235/pe.v17i2.3479</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The E-books and Students&#8217; Mathematics Performance: A Qualitative Systematic Review]]></article-title>
<article-title xml:lang="es"><![CDATA[Los libros electrónicos y el rendimiento de los alumnos en matemáticas: una revisión sistemática cualitativa]]></article-title>
<article-title xml:lang="pt"><![CDATA[Os livros electrónicos e o desempenho dos alunos em matemática: uma revisão sistemática qualitativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alshehri]]></surname>
<given-names><![CDATA[Sami M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,King Khalid University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Saudi Arabia</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>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682024000201206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682024000201206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682024000201206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research explores the impact of digital books on student&#8217;s performance in mathematics. The theoretical arguments of this research are based on the self-regulated learning theory. To employ the complete research strategy, 65 papers were retrieved in the first round of research, including 30 from ERIC, 20 from Science Direct, and 15 from EBSCO. Following that, only 40 papers produced findings from the major section screening. The article&#8217;s systematic literature review and thematic analysis of the published material resulted in a sample size of 23 articles for this study. A qualitative thematic analysis Software, NVivo 12, was used to evaluate qualitative data. The findings indicated that motivation, technological advancement, information technology, learning objectives, sources for digital application, challenges of technology, traditional learning style and visual information have a significant collision with students&#8217; mathematical learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigación explora el impacto de los libros electrónicos en el rendimiento de los alumnos en matemáticas. Los argumentos teóricos de esta investigación se basan en la teoría del aprendizaje autorregulado. Para emplear la estrategia de investigación completa, se recuperaron 65 artículos en la primera ronda de investigación, incluidos 30 de ERIC, 20 de Science Direct y 15 de EBSCO. A continuación, solo 40 artículos arrojaron resultados en la criba de la sección principal. La revisión sistemática de la literatura y el análisis temático del material publicado dieron como resultado una muestra de 23 artículos para este estudio. Para evaluar los datos cualitativos se utilizó un programa informático de análisis temático cualitativo, NVivo 12. Los resultados indicaron que la motivación, el avance tecnológico, la tecnología de la información, los objetivos de aprendizaje, las fuentes de aplicación digital, los retos de la tecnología, el estilo de aprendizaje tradicional y la información visual tienen una colisión significativa con el aprendizaje matemático de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esta investigação explora o impacto dos livros digitais no desempenho dos alunos em matemática. Os argumentos teóricos desta investigação baseiam-se na teoria da aprendizagem autorregulada. Para aplicar a estratégia completa de pesquisa, foram recuperados 65 artigos na primeira rodada de pesquisa, incluindo 30 do ERIC, 20 do Science Direct e 15 do EBSCO. Em seguida, apenas 40 artigos produziram resultados a partir da triagem da seção principal. A revisão sistemática da literatura e a análise temática do material publicado resultaram em uma amostra de 23 artigos para este estudo. Foi utilizado um software de análise temática qualitativa, o NVivo 12, para avaliar os dados qualitativos. Os resultados indicaram que a motivação, o avanço tecnológico, a tecnologia da informação, os objetivos de aprendizagem, as fontes de aplicação digital, os desafios da tecnologia, o estilo de aprendizagem tradicional e a informação visual têm um impacto significativa na aprendizagem matemática dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[e-Book]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[student performance]]></kwd>
<kwd lng="es"><![CDATA[libros electrónicos]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[rendimiento de los alumnos]]></kwd>
<kwd lng="pt"><![CDATA[livro eletrônico]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[desempenho dos alunos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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