<?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>S0120-39162025000118379</article-id>
<article-id pub-id-type="doi">10.17227/rce.num94-18379</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La resiliencia matemática: un Tactor de protección positivo para afrontar la ansiedad matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical Resilience: A Positive Protective Factor to Address Mathematical Anxiety]]></article-title>
<article-title xml:lang="pt"><![CDATA[Resiliência matemática: um fator de proteção positivo para enfrentar a ansiedade matemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quiceno]]></surname>
<given-names><![CDATA[Japcy Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vinaccia Alpi]]></surname>
<given-names><![CDATA[Stefano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Madrid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Sinú  ]]></institution>
<addr-line><![CDATA[Montería ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<numero>94</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162025000118379&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162025000118379&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162025000118379&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La resiliencia matemática es un constructo teórico reciente que ha tomado fuerza en los últimos diez años para la intervención de la ansiedad matemática. En este artículo de revisión se realiza una aproximación general al desarrollo de la resiliencia matemática, término que se desprende de la resiliencia en educación, la cual se ocupa en la prevención de la salud emocional a través de enfoques positivos en ambientes escolares para un mejor proceso de aprendizaje. Se describen los estudios en los que se ha ocupado la resiliencia matemática, los factores protectores implicados, y de riesgo, como la ansiedad matemática. Finalmente, se destacan algunos programas en resiliencia matemática para afrontar la ansiedad matemática. Se concluye que, cualquier aprendizaje requiere cierto esfuerzo y el desgaste emocional de la ansiedad puede interferir no solo en el desempeño académico y en la resolución de problemas matemáticos, sino en la calidad de vida de los estudiantes y en la elección de estudios con énfasis en matemáticas, llevando a que la experiencia con los números se torne en un eterno sufrimiento sino se interviene a tiempo. En la educación matemática el éxito y el fracaso está mediado no solo por la competencia matemática (pensamiento reflexivo/creativo/crítico, receptividad a nuevas ideas/experiencias, capacidad en resolución de problemas) sino por la competencia emocional, la cual protege para afrontar las vicisitudes del aprendizaje. La resiliencia es un recurso positivo que posibilitaría el equilibrio entre la primacía de lo cognitivo sobre lo emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Mathematics resilience is a recent theoretical construct that has gained strength over the past ten years for intervening in mathematical anxiety. This review article provides a general overview of the development of mathematical resilience, a term derived from resilience in education, which focuses on the prevention of emotional health through positive approaches in school environments for a better learning process. The studies involving mathematical resilience are described, including the protective and risk factors, such as mathematical anxiety. Finally, some programs in mathematical resilience aimed at addressing mathematical anxiety are highlighted. The conclusion is that any learning requires a certain amount of effort, and the emotional stain of anxiety can interfere not only with academic performance and problem-solving in mathematics but also with students' quality of life and their choice of math-focused studies. If not addressed in time, the experience with numbers can become a perpetual source of suffering. In mathematics education, success and failure are mediated not only by mathematical competence (reflective/creative/critical thinking, receptivity to new ideas/experiences, problem-solving ability) but also by emotional competence, which serves as a protective factor in facing the challenges of learning. Resilience is a positive resource that can help balance the primacy of the cognitive over emotional factors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A resiliência matemática é um construto teórico recente que ganhou força nos últimos dez anos para a intervenção na ansiedade matemática. Neste artigo de revisão, é oferece uma visão geral do desenvolvimento da resiliência matemática, termo derivado da resiliência na educação, que se concentra na prevenção da saúde emocional por meio de abordagens positivas em ambientes escolares para um melhor processo de aprendizagem. São descritos os estudos que envolveram a resiliência matemática, os fatores de proteção implicados, e de risco, como a ansiedade matemática. Por fim, alguns programas em resiliência matemática destinados a enfrentar a ansiedade matemática são destacados. Conclui-se que qualquer aprendizado requer certo esforço, e o desgaste emocional da ansiedade pode interferir não apenas no desempenho acadêmico e na resolução de problemas matemáticos, mas também na qualidade de vida dos estudantes e na escolha de estudos com ênfase em matemática. Se não for abordada a tempo, a experiência com os números pode se tornar uma fonte constante de sofrimento. Na educação matemática, o sucesso e o fracasso são mediados não apenas pela competência matemática (pensamento reflexivo/criativo/crítico, receptividade a novas ideias/experiências, capacidade de resolução de problemas) mas também pela competência emocional, que serve como um fator de proteção para enfrentar as vicissitudes da aprendizagem. A resiliência é um recurso positivo que possibilita o equilíbrio entre a primazia do cognitivo sobre o emocional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[matemáticas]]></kwd>
<kwd lng="es"><![CDATA[resiliencia]]></kwd>
<kwd lng="es"><![CDATA[ansiedad]]></kwd>
<kwd lng="es"><![CDATA[programas de apoyo]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
<kwd lng="en"><![CDATA[resilience]]></kwd>
<kwd lng="en"><![CDATA[anxiety]]></kwd>
<kwd lng="en"><![CDATA[support programs]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[matemática]]></kwd>
<kwd lng="pt"><![CDATA[resiliência, ansiedade]]></kwd>
<kwd lng="pt"><![CDATA[programas de apoio]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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