<?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>S0120-39162025000319787</article-id>
<article-id pub-id-type="doi">10.17227/rce.num96-19787</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Mathematical Problem Solving, Representation, and Math Primary School Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Resolução de problemas matemáticos, representação e ansiedade matemática em futuros professores do ensino fundamental]]></article-title>
<article-title xml:lang="es"><![CDATA[Resolución de problemas matemáticos, representación y ansiedad matemática en futuros docentes de educación primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Archi Maulyda]]></surname>
<given-names><![CDATA[Mohammad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<given-names><![CDATA[Sugiman]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Wuryandani]]></surname>
<given-names><![CDATA[Wuri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universitas Nageri Yogyakarta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitas Nageri Yogyakarta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitas Nageri Yogyakarta  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<numero>96</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162025000319787&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162025000319787&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162025000319787&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Problem solving and mathematical representation are essential skills for anyone studying mathematics. Therefore, it is crucial to develop these two skills in mathematics learning, particularly in elementary school. Nonetheless, challenges in this field highlight deficiencies in the problem-solving and mathematical representation abilities of prospective elementary school teachers. The researcher's assumption is that math anxiety is a factor contributing to the low problem-solving and representation skills of future elementary school teachers. To test this assumption, the aim of this study was to determine the relationship between problem-solving and mathematical representation skills and the academic anxiety of prospective elementary school teachers. The research method used is quantitative with a correlation approach. The research sample consisted of 62 elementary school teacher candidates enrolled in Teacher Training at X University. Data were collected through math exam questions, math anxiety questionnaires, and unstructured interviews with several participants as additional data. The data analysis method used is multiple linear regression to examine the relationship between variables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A resolução de problemas e a representação matemática são habilidades essenciais para qualquer pessoa que estude matemática. Portanto, é crucial desenvolver essas duas habilidades no aprendizado de matemática, especialmente no ensino fundamental. No entanto, os desafios nesse campo destacam deficiências nas habilidades de resolução de problemas e representação matemática dos futuros professores do ensino fundamental. A suposição do pesquisador é que a ansiedade matemática é um fator que contribui para as baixas habilidades de resolução de problemas e representação nos futuros professores do ensino fundamental. Para testar essa suposição, o objetivo deste estudo foi determinar a relação entre as habilidades de resolução de problemas e representação matemática e a ansiedade acadêmica dos futuros professores do ensino fundamental. O método de pesquisa utilizado foi quantitativo com uma abordagem correlacional. A amostra da pesquisa consistiu em 62 estudantes de formação docente matriculados no programa de formação de professores na Universidade X. Os dados foram coletados por meio de questões de provas matemáticas, questionários de ansiedade matemática e entrevistas não estruturadas com vários participantes como dados adicionais. O método de análise de dados utilizado foi a regressão linear múltipla para examinar a relação entre as variáveis.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La resolución de problemas y la representación matemática son habilidades esenciales para cualquier persona que estudie matemáticas. Por lo tanto, es fundamental desarrollar estas dos habilidades en el aprendizaje de matemáticas, especialmente en la escuela primaria. Sin embargo, los desafíos en este campo destacan las deficiencias en las habilidades de resolución de problemas y representación matemática de los futuros profesores de primaria. La suposición del investigador es que la ansiedad matemática es un factor que contribuye a las bajas habilidades de resolución de problemas y representación en los futuros docentes de primaria. Para probar esta suposición, el objetivo de este estudio fue determinar la relación entre las habilidades de resolución de problemas y representación matemática y la ansiedad académica de los futuros profesores de primaria. El método de investigación utilizado es cuantitativo con un enfoque correlacional. La muestra de la investigación consistió en 62 estudiantes de formación docente matriculados en el programa de formación de maestros en la Universidad X. Los datos se recopilaron mediante preguntas de exámenes matemáticos, cuestionarios de ansiedad matemática y entrevistas no estructuradas con varios participantes como datos adicionales. El método de análisis de datos utilizado fue la regresión lineal múltiple para examinar la relación entre las variables.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[cognitive processes]]></kwd>
<kwd lng="en"><![CDATA[mathematics anxiety]]></kwd>
<kwd lng="en"><![CDATA[mathematics skills]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="pt"><![CDATA[processos cognitivos]]></kwd>
<kwd lng="pt"><![CDATA[ansiedade matemática]]></kwd>
<kwd lng="pt"><![CDATA[habilidades matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
<kwd lng="es"><![CDATA[procesos cognitivos]]></kwd>
<kwd lng="es"><![CDATA[ansiedad matemática]]></kwd>
<kwd lng="es"><![CDATA[habilidades matemáticas]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
</kwd-group>
</article-meta>
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