<?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>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162023000100347</article-id>
<article-id pub-id-type="doi">10.17227/rce.num87-12116</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Investigaciones sobre trastorno del espectro autista: un análisis de los procesos de enseñanza/aprendizaje de las matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Research on Autistic Spectrum Disorder: An Analysis of the Teaching-Learning Processes of Mathematics]]></article-title>
<article-title xml:lang="pt"><![CDATA[Pesquisa sobre transtorno do espectro do autismo: uma análise dos processos de ensino-aprendizagem da matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acevedo-Rincón]]></surname>
<given-names><![CDATA[Jenny Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flórez-Pabón]]></surname>
<given-names><![CDATA[Campo Elías]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lizarazo-Cárdenas]]></surname>
<given-names><![CDATA[Ever Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<numero>87</numero>
<fpage>347</fpage>
<lpage>368</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162023000100347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162023000100347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162023000100347&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta una revisión de la literatura sobre estudios en educación que profundizan en el reconocimiento de estrategias de enseñanza y aprendizaje de conceptos de matemáticas en estudiantes diagnosticados dentro del trastorno del espectro autista. Esta investigación de corte cualitativo realiza un metaanálisis de artículos, comunicaciones en eventos científicos, capítulos de libros, libros y tesis, que contienen entre sus resultados estrategias de trabajo, metodologías y referenciales teóricos que contribuyen al planteamiento de propuestas de enseñanza. En particular, esta revisión constituye una línea base para la formación de profesores de matemáticas que acompañan estudiantes con estas características. En especial, entre los principales resultados encontrados se vislumbran investigaciones que provienen de diferentes paradigmas investigativos, y pretenden una inclusión como proceso de integración en un entorno escolar o el aprendizaje instrumental de las matemáticas. Por último, esta revisión muestra algunas experiencias que contribuyen para la formación de profesores de matemática que pretendan la atención a la diversidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents a review of the literature on education studies that delve into the recognition of teaching and learning strategies for mathematics concepts in students diagnosed with Autism Spectrum Disorder. This qualitative research performs a meta-analysis of articles, communications in scientific events, book chapters, books, and theses, which contain among their results work strategies, methodologies and theoretical references that contribute to the formulation of teaching proposals. This review constitutes a baseline for the training of mathematics teachers who accompany students with these characteristics. Among the main results found are investigations that come from different research paradigms and seek inclusion as a process of integration in a school environment or the instrumental learning of mathematics. Finally, this review shows some experiences that contribute to the training of mathematics teachers who seek attention to diversity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma revisão da literatura sobre estudos em educação que investigam o reconhecimento de estratégias de ensino e aprendizagem de conceitos matemáticos em alunos com diagnóstico de Transtorno do Espectro Autista. Esta pesquisa qualitativa, realiza uma meta-análise de artigos, comunicações em eventos científicos, capítulos de livros, livros e teses, que contém entre seus resultados estratégias de trabalho, metodologías e referenciais teóricos que contribuem para a formulação de propostas de ensino. Em particular, esta revisão constitui uma linha de base para a formação de professores de matemática que acompanham alunos com essas características. Em particular, entre os principais resultados encontrados estão investigações que partem de diferentes paradigmas de pesquisa, e buscam a inclusão como um processo de integração em um ambiente escolar ou de aprendizagem instrumental da matemática. Por fim, esta revisão mostra algumas experiências que contribuem para a formação de professores de matemática que buscam atenção à diversidade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Asperger]]></kwd>
<kwd lng="es"><![CDATA[autismo]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[habilidades matemáticas]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[autism]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[mathematics skills.]]></kwd>
<kwd lng="pt"><![CDATA[transtorno do espectro do autismo]]></kwd>
<kwd lng="pt"><![CDATA[autismo]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[habilidades matemática.]]></kwd>
</kwd-group>
</article-meta>
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