<?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>2414-8938</journal-id>
<journal-title><![CDATA[Academo (Asunción)]]></journal-title>
<abbrev-journal-title><![CDATA[Acad. (Asunción)]]></abbrev-journal-title>
<issn>2414-8938</issn>
<publisher>
<publisher-name><![CDATA[Universidad Americana ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2414-89382017000200003</article-id>
<article-id pub-id-type="doi">10.30545/academo.2017.jul-dic.2</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Capacitación docente para la enseñanza de matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training for the teaching of mathematics]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oxley]]></surname>
<given-names><![CDATA[Víctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rolón]]></surname>
<given-names><![CDATA[Violeta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Pilar Facultad de Ciencias, Tecnologías y Artes ]]></institution>
<addr-line><![CDATA[Pilar ]]></addr-line>
<country>Paraguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Asunción Facultad de Filosofía Postgrado]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Paraguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>4</volume>
<numero>2</numero>
<fpage>3</fpage>
<lpage>8</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2414-89382017000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2414-89382017000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2414-89382017000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se investigó sobre la capacitación docente para la enseñanza de matemática en la Educación Escolar Básica. Se consideraron los resultados del Tercer Estudio Regional Comparativo y Explicativo (TERCE), que evalúan a Paraguay entre otros países de la región, esta investigación planteó la siguiente interrogante ¿Los docentes del 3º grado de la Educación Escolar Básica, con capacitación continua en el Paraguay son más eficaces que los que no poseen formación continua? Los resultados evidencian que los maestros con capacitación continua han logrado mayor eficacia en la enseñanza, pues se puede inferir esto del mayor porcentaje de alumnos que han alcanzado los niveles superiores III y IV en comparación con los docentes sin capacitación continua. De esta manera queda demostrada la correlación que existe entre la variable capacitación continua y la eficacia en la enseñanza para el caso de Paraguay en el informe TERCE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The teacher training for the teaching of mathematics in Basic School Education has were investigated. The results of the Third Regional Comparative and Explanatory Study (TERCE), which evaluate Paraguay among other countries in the region, has were considered. Next question: Do the teachers of the 3rd grade of Basic School Education, with continuous training in Paraguay, be more effective than those who do not have continuous training? The results show that teachers with continuous training have achieved greater effectiveness in teaching, because this can be inferred from the higher percentage of students who have reached the higher levels III and IV compared to teachers without continuous training. This way is demonstrated the correlation that exists between the continuous training variable and the effectiveness in education for the case of Paraguay in the TERCE report.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Capacitación]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[matemática]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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