<?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>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592024000300006</article-id>
<article-id pub-id-type="doi">10.19053/uptc.22160159.v15.n42.2024.16362</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Concepciones del Profesorado de Matemáticas sobre la Inclusión de Estudiantes con Trastorno del Espectro Autista]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptions of Mathematics Teachers about the Inclusion of Students with Autistic Spectrum Disorder]]></article-title>
<article-title xml:lang="pt"><![CDATA[Concepções de Professores de Matemática sobre a Inclusão de Alunos com Transtorno do Espectro Autista]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franceschette]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valentin]]></surname>
<given-names><![CDATA[Kévin André-Pierre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zapata-Cardona]]></surname>
<given-names><![CDATA[Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín Antioquia]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>42</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592024000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592024000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592024000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las concepciones del profesorado, como un componente de su cognición, determinan las decisiones y acciones inclusivas en el aula de matemática en un momento en el que el número de estudiantes con trastorno del espectro autista ha aumentado en los sistemas escolares del mundo. Este estudio investigó las concepciones del profesorado de matemáticas sobre la inclusión de estudiantes con trastorno del espectro autista. Se usó un paradigma empírico-analítico basado en el diseño y aplicación de un cuestionario con un componente demográfico y una escala Likert de 70 ítems. Los informantes fueron 110 profesores de matemáticas voluntarios de diferentes niveles en instituciones educativas de carácter público o privado de Colombia. Los resultados sugieren que el profesorado tiene en general concepciones positivas sobre la inclusión escolar de estudiantes con trastorno del espectro autista, pero las concepciones no son tan positivas cuando se refieren a la inclusión de estos estudiantes en la clase de matemáticas. Este estudio sugiere la necesidad de formación continua del profesorado para atender con pertinencia la inclusión escolar en la clase de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teachers conceptions, as a component of their cognition, determine inclusive decisions and actions in the mathematics classroom at a time when the number of students with autism spectrum disorder has increased in school systems around the world. This study investigated mathematics teachers conceptions about the inclusion of students with autism spectrum disorder. An empirical-analytical paradigm was used based on the design and application of a questionnaire with a demographic component and a 70-item Likert scale. The informants were 110 volunteer mathematics teachers from different levels in public or private schools in Colombia. The results suggest that teachers generally have positive conceptions about the school inclusion of students with autism spectrum disorder, but the conceptions are not as positive when they refer to the inclusion of these students in mathematics classes. This study suggests the need for ongoing teacher training to appropriately address school inclusion in mathematics classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As concepções dos professores, como componente da sua cognição, determinam decisões e ações inclusivas na sala de aula de matemática num momento em que o número de alunos com transtorno do espectro do autismo aumentou nos sistemas escolares em todo o mundo. Este estudo investigou as concepções de professores de matemática sobre a inclusão de alunos com transtorno do espectro do autismo. Foi utilizado um paradigma empírico-analítico baseado na concepção e aplicação de um questionário com componente demográfica e escala Likert de 70 itens. Os informantes foram 110 professores voluntários de matemática de diferentes níveis em instituições de ensino públicas ou privadas da Colômbia. Os resultados sugerem que os professores geralmente têm concepções positivas sobre a inclusão escolar de alunos com transtorno do espectro do autismo, mas as concepções não são tão positivas quando se referem à inclusão desses alunos nas aulas de matemática. Este estudo sugere a necessidade de formação contínua de professores para abordar adequadamente a inclusão escolar nas aulas de matemática.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trastorno del Espectro Autista]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="es"><![CDATA[profesores de matemáticas]]></kwd>
<kwd lng="es"><![CDATA[concepciones del profesor]]></kwd>
<kwd lng="en"><![CDATA[Autism Spectrum Disorder]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="en"><![CDATA[mathematics teachers]]></kwd>
<kwd lng="en"><![CDATA[teacher conceptions]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Espectro Autista]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="pt"><![CDATA[professores de matemática]]></kwd>
<kwd lng="pt"><![CDATA[concepções docentes]]></kwd>
</kwd-group>
</article-meta>
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