<?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>S0120-39162025000219016</article-id>
<article-id pub-id-type="doi">10.17227/rce.num95-19016</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Contexto rural del Caribe colombiano descrito por docentes de matemáticas de secundaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Rural Context of the Colombian Caribbean as Described by Secondary Mathematics Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Contexto rural no Caribe colombiano descrito por Professores Secundários de Matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feliciano-Semidei]]></surname>
<given-names><![CDATA[Ricela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palencia]]></surname>
<given-names><![CDATA[Kevin A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Northern Illinois University Departamento de Ciencias Matemáticas ]]></institution>
<addr-line><![CDATA[DeKalb Illinois]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Northern Illinois University Departamento de Ciencias Matemáticas ]]></institution>
<addr-line><![CDATA[DeKalb Illinois]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<numero>95</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162025000219016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162025000219016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162025000219016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio cualitativo tiene como propósito explorar las perspectivas de un grupo de catorce docentes de matemática acerca del contexto rural donde laboran. Los docentes participaron en un proyecto donde visitaron hogares de sus estudiantes con el propósito de conocer las comunidades donde trabajan y crear currículos matemáticos pertinentes a nivel secundario. Analizamos cinco entrevistas de grupos focales donde se preguntó a los docentes acerca de su experiencia en el proyecto, así como sus creencias acerca de las matemáticas, su enseñanza y aprendizaje. Encontramos que los docentes enmarcaron sus respuestas describiendo el contexto rural donde trabajan al analizar factores micro: el perfil del estudiante y el perfil del docente de matemáticas, así como factores macro: el perfil de las instituciones educativas y el perfil de la comunidad. El artículo finaliza resaltando los recursos y limitaciones percibidos por los docentes al tratar de conectar el currículo matemático con las zonas rurales donde residen sus estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This qualitative study aims to explore the perspectives of a group of 14 mathematics teachers regarding the rural context where they work. The teachers participated in a project where they visited their students' homes to better understand the communities where they teach and subsequently develop relevant secondary-level mathematics curricula. We analyzed five focus group interviews in which the teachers were asked about their experiences in the project, as well as their beliefs about mathematics, its teaching, and learning. We found that the teachers framed their responses describing the rural context where they work, analyzing both micro factors: the profile of the student and the profile of the mathematics teachers, and macro factors: the profile of the educational institutions and the profile of the community. The article concludes by highlighting the resources and limitations perceived by the teachers in their efforts to connect the mathematics curriculum with the rural areas where their students live.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo qualitativo tem como objetivo explorar as perspetivas de um grupo de 14 professores de matemática sobre o contexto rural onde trabalham. Os professores participaram de um projeto em que visitaram as casas de seus alunos com o objetivo de conhecer melhor as comunidades onde ensinam e, em seguida, criar currículos de matemática relevantes para o ensino médio. Analisamos cinco entrevistas de grupos focais, nas quais os professores foram questionados sobre suas experiências no projeto, bem como suas crenças sobre a matemática, seu ensino e aprendizagem. Descobrimos que os professores estruturaram suas respostas descrevendo o contexto rural onde trabalham, analisando fatores micro: o perfil dos alunos e o perfil do professor de matemática, bem como fatores macro: o perfil das instituições educacionais e o perfil da comunidade. O artigo conclui destacando os recursos e limitações percebidos pelos professores ao tentar conectar o currículo de matemática com as áreas rurais onde residem seus alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ambiente laboral]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="es"><![CDATA[educación rural]]></kwd>
<kwd lng="es"><![CDATA[relación escuela-comunidad]]></kwd>
<kwd lng="en"><![CDATA[work environment]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[rural education]]></kwd>
<kwd lng="en"><![CDATA[school-community relationship]]></kwd>
<kwd lng="pt"><![CDATA[ambiente de trabalho]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[educação secundária]]></kwd>
<kwd lng="pt"><![CDATA[educação rural]]></kwd>
<kwd lng="pt"><![CDATA[relação escola-comunidade]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alshumaimeri]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educational Context: The Factor for a Successful Change]]></article-title>
<source><![CDATA[Journal of Education &amp; Social Policy]]></source>
<year>2022</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>51-7</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arias]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Problemas y retos de la educación rural colombiana]]></article-title>
<source><![CDATA[Revista Educación y Ciudad]]></source>
<year>2017</year>
<volume>33</volume>
<page-range>53-62</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Albanese]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Mesquita]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[(Des)enredando prácticas matemáticas y geometría social desde y con la comunidad de pescadores]]></article-title>
<source><![CDATA[Revista Colombiana de Educación]]></source>
<year>2023</year>
<volume>87</volume>
<page-range>99-146</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Hayfield]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Terry]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Thematic Analysis]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Liamputtong]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Research Methods in Health Social Sciences]]></source>
<year>2019</year>
<page-range>843-60</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castrejón]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educación rural en América Latina. Entre lo comunitario y popular]]></article-title>
<source><![CDATA[Revista ProPulsión. Interdisciplina en Ciencias Sociales y Humanidades]]></source>
<year>2022</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>65-77</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Creswell]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Creswell]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research Design: Qualitative, Quantitative, and Mixed Methods Approaches]]></source>
<year>2017</year>
<edition>5.a</edition>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<collab>El Espectador</collab>
<source><![CDATA[Estudiantes del Caribe colombiano, rajados en matemática y lectura crítica]]></source>
<year>2022</year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ernest]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Knowledge, Beliefs, and Attitudes of the Mathematics Teacher: A Model]]></article-title>
<source><![CDATA[Journal of Education for Teaching]]></source>
<year>1989</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>13-33</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Galván]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Cadavid]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perspectivas de la educación rural en Iberoamérica: equidad, inclusión e innovación]]></article-title>
<source><![CDATA[Tendencias Pedagógicas]]></source>
<year>2021</year>
<volume>37</volume>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gil]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Hacia una escuela productiva: La escuela desde el mundo rural]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Juárez]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Formación de docentes para los territorios rurales: miradas internacionales]]></source>
<year>2020</year>
<page-range>27-45</page-range><publisher-name><![CDATA[Red Temática de Investigación de Educación Rural y Editorial Colofón]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kraft]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Papay]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How Context Matters in high-need Schools: The Effects of Teachers' Working Conditions on their Professional Satisfaction and their Students' Achievement]]></article-title>
<source><![CDATA[Teachers College Record]]></source>
<year>2012</year>
<volume>114</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1-39</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="">
<collab>Laboratorio de Economía de la Educación de la Pontificia Universidad Javeriana</collab>
<source><![CDATA[Brechas en resultados de Pruebas Saber 11: Colombia antes y durante la pandemia por COVID-19]]></source>
<year>2022</year>
<numero>46</numero>
<issue>46</issue>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="">
<collab>Ministerio de Educación Nacional</collab>
<source><![CDATA[Plan Especial de Educación Rural: Hacia el desarrollo rural y la construcción de la paz]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<collab>Ministerio de Educación Nacional</collab>
<source><![CDATA[Escuela Nueva]]></source>
<year>2021</year>
<month>a</month>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<collab>Ministerio de Educación Nacional</collab>
<source><![CDATA[Proyecto de Educación Rural PERPER]]></source>
<year>2021</year>
<month>b</month>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="">
<collab>Ministerio de Educación Nacional</collab>
<source><![CDATA[Postprimaria]]></source>
<year>2022</year>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Parra]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mateus]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mora]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educación rural en Colombia: El país olvidado, antecedentes y perspectivas en el marco del posconflicto]]></article-title>
<source><![CDATA[Nodos y Nudos]]></source>
<year>2018</year>
<volume>6</volume>
<numero>45</numero>
<issue>45</issue>
<page-range>52-65</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sammons]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Hillman]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mortimore]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Key Characteristics of Effective Schools: A Review of School Effectiveness Research]]></source>
<year>1995</year>
<publisher-name><![CDATA[International School Effectiveness and Improvement Centre, Institute of Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shulman]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Knowledge and Teaching: Foundations of the New Reform]]></article-title>
<source><![CDATA[Harvard Educational Review]]></source>
<year>1987</year>
<volume>57</volume>
<page-range>1-23</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
