<?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>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042017000100047</article-id>
<article-id pub-id-type="doi">10.18861/cied.2017.8.1.2638</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Diferencias en el uso de estrategias en el aprendizaje de las matemáticas en enseñanza secundaria según el sexo]]></article-title>
<article-title xml:lang="en"><![CDATA[Sex differences in the use of learning strategies in mathematics in Secondary School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gasco Txabarri]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco-Euskal Herriko Unibertsitatea departamento de Didáctica de la Matemática y de las Ciencias Experimentales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>1</numero>
<fpage>47</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042017000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042017000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042017000100047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las estrategias de aprendizaje fomentan la autonomía y la autorregulación en los procesos de enseñanza-aprendizaje. Dichas estrategias adquieren sentido dentro de una concepción del aprendizaje como proceso constructivo autorregulado. En matemáticas, un mayor empleo de estas puede tener repercusión en el razonamiento, la resolución de problemas y el rendimiento, entre otros aspectos. El objetivo de este estudio es analizar las diferencias que se puedan producir en el empleo de dichas estrategias en función del género. Para ello se han recogido datos de 565 estudiantes de 2.º, 3.º y 4.º curso de Educación Secundaria Obligatoria (ESO) pertenecientes a centros educativos de la Comunidad Autónoma Vasca. La herramienta empleada para tal fin ha sido una adaptación en lengua castellana del Motivated Strategies for Learning Questionnaire (MSLQ) centrado en el estudio de las matemáticas. Los resultados obtenidos muestran que las alumnas declaran emplear más las estrategias de organización y de recursos de ayuda, aunque las variaciones son débiles. Estos datos indican que las mujeres tienen tendencia a ordenar y a gestionar mejor los saberes matemáticos, así como a pedir ayuda en mayor medida que los hombres en caso de dificultad. En lo que respecta a la ausencia de diferencias, estos resultados señalan un empleo similar de alumnos y alumnas en las demás estrategias: repetición, elaboración, planificación y seguimiento-regulación (ambas estrategias metacognitivas) y entorno de estudio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Learning strategies promote autonomy and self-regulation in the teaching-learning processes. Such strategies make sense within the concept of learning as a constructive self-regulated process. In math, a greater use of these strategies can have an impact on the reasoning, problem solving and performance, among others. The aim of this study is to analyze the differences that may occur in the use of such strategies in accordance with gender. For such purpose, data were collected from 565 students of 2nd, 3rd and 4th year of Compulsory Secondary Education (ESO) belonging to schools in the Basque Autonomous Community. The tool used for this purpose has been an adaptation into Spanish of the Motivated Strategies for Learning Questionnaire (MSLQ) focused on the study of mathematics. The results show that the girls informed more use of organization strategies and help seeking resources, although variations are weak. These data indicate that women tend to organize and manage better the mathematical knowledge, and ask for help to a greater extent than men in case of difficulty. With regard to the absence of differences, these results indicate a similar use by students of both sexes in other strategies: rehearsal, elaboration, planning and monitoring and regulation-follow up (both metacognitive strategies) and study environment.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[didáctica]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[diferencias de sexo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="en"><![CDATA[didactics]]></kwd>
<kwd lng="en"><![CDATA[math education]]></kwd>
<kwd lng="en"><![CDATA[learning strategies]]></kwd>
<kwd lng="en"><![CDATA[sex differences]]></kwd>
<kwd lng="en"><![CDATA[secondary school]]></kwd>
</kwd-group>
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