<?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>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222022000300159</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.18.11</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[LA INTELIGENCIA EMOCIONAL Y EL SISTEMA DE CREENCIAS EN EL APRENDIZAJE DE LA MATEMÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[EMOTIONAL INTELLIGENCE AND THE BELIEF SYSTEM IN THE LEARNING OF MATHEMATICS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mejía]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Chimborazo Postgrado ]]></institution>
<addr-line><![CDATA[Riobamba ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>18</numero>
<fpage>159</fpage>
<lpage>173</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222022000300159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222022000300159&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222022000300159&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La escuela debe constituir un espacio de participación e integración donde las emociones ocupen un lugar significativo y su influencia facilite la efectividad de cualquier actividad; sin embargo, al estudiar matemática los estudiantes experimentan emociones positivas o negativas originadas por docentes y compañeros. La investigación identificó los niveles de inteligencia emocional que poseen los estudiantes de bachillerato y su sistema de creencias en el aprendizaje de la matemática. Se asumió una metodología cuantitativa, sustentada en una investigación de campo de carácter descriptivo. La muestra estuvo conformada por 157 estudiantes de Primer Año BGU de la Unidad Educativa Santo Tomás Apóstol. Un porcentaje considerable de estudiantes mostró debilidades en cuanto a su inteligencia emocional percibida, y, por lo tanto, insuficiente dominio de sus habilidades emocionales, por lo que deben mejorar su atención, claridad y reparación emocional. Asimismo, en relación con el sistema de creencias se considera urgente un cambio en el accionar docente, para fomentar en los estudiantes el gusto por la matemática a través de nuevas metodologías que atiendan los componentes emocional, social y cognitivo de su quehacer diario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The school must constitute a space for participation and integration where emotions occupy a significant place and their influence facilitates the effectiveness of any activity. However, in studying mathematics, students experience positive or negative emotions provoked by teachers and classmates. This research identified the levels of emotional intelligence that high school students have and their belief system in learning mathematics. A quantitative methodology was used, supported by descriptive field research. The sample consisted of 157 First-Year Unified General Baccalaureate BGU students from the Santo Tomás Apóstol Educational Unit. A considerable percentage of students showed weaknesses in terms of their perceived emotional intelligence; consequently, insufficient mastery of their emotional skills, so that they must improve their attention, clarity, and emotional repair. Likewise, in relation to the belief system, a change in teaching actions is considered urgent so as to encourage students to like mathematics through new methodologies that address the emotional, social, and cognitive components of their daily work.]]></p></abstract>
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<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[sistema de creencias]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[matemática]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[belief system]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[mathematics]]></kwd>
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