<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362016000100005</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362016000100001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Sexo femenino y capacidades matemáticas: desempeño de los más capaces en pruebas de rendimiento matemático]]></article-title>
<article-title xml:lang="pt"><![CDATA[Sexo feminino e capacidades matemáticas: desempenho dos mais capazes em testes de rendimento matemático]]></article-title>
<article-title xml:lang="en"><![CDATA[Female and mathematics skills: best ranked students in tests of mathematical performance]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perales]]></surname>
<given-names><![CDATA[Ramón García]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Junta de Comunidades de Castilla la Mancha Cuerpo de educación secundaria ]]></institution>
<addr-line><![CDATA[Castilla La Mancha ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>24</volume>
<numero>90</numero>
<fpage>5</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362016000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362016000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362016000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este art&#237;culo se hace un an&#225;lisis de las diferencias entre sexos en una prueba de rendimiento denominada BECOMA, Bater&#237;a de Evaluaci&#243;n de la Competencia Matem&#225;tica, utilizando como marco de referencia las competencias, en este caso, la matem&#225;tica. Las disciplinas cient&#237;ficas y t&#233;cnicas son un campo tradicionalmente &#8220;masculino&#8221;, tal y como se observa en m&#250;ltiples investigaciones en educaci&#243;n, lo que hace imprescindible ahondar en este tema. En principio, se realiza una aproximaci&#243;n a los resultados en PISA, Program for International Student Assessment &#8211;esta prueba es elegida por su importancia, el elevado n&#250;mero de pa&#237;ses participantes, la solidez y el rigor de los marcos te&#243;ricos propuestos y de los an&#225;lisis efectuados-. Luego, se hace una aproximaci&#243;n al desempe&#241;o de los m&#225;s capaces. Para ello, se establece una relaci&#243;n entre competencia matem&#225;tica, alto rendimiento (niveles 6 y 7 de desempe&#241;o en BECOMA) y sexo femenino. La atenci&#243;n a la diversidad es un principio fundamental de la educaci&#243;n inclusiva y, como tal, la detecci&#243;n de los alumnos con mayor rendimiento en matem&#225;ticas resulta imprescindible.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo faz-se uma abordagem das diferen&#231;as entre sexo em uma prova de rendimento denominada Bateria de Avalia&#231;&#227;o da Competi&#231;&#227;o Matem&#225;tica &#8211; BECOMA, utilizando como ponto de refer&#234;ncia as compet&#234;ncias em matem&#225;tica. As disciplinas cient&#237;ficas e t&#233;cnicas s&#227;o um campo tradicionalmente &#8220;masculino&#8221;, tal como se observa em variadas pesquisas em educa&#231;&#227;o, tornando imprescind&#237;vel abordar esta tem&#225;tica. De modo pr&#233;vio, faz-se uma aproxima&#231;&#227;o com os resultados do PISA (Program for International Student Assessment) por causa de sua import&#226;ncia relativa ao grande n&#250;mero de pa&#237;ses participantes, a sua solidez, ao rigor dos marcos te&#243;ricos propostos e &#224;s an&#225;lises realizadas. Em &#250;ltima inst&#226;ncia, faz-se uma aproxima&#231;&#227;o ao desempenho dos mais capazes. Para tal, estabeleceu-se uma rela&#231;&#227;o entre competi&#231;&#227;o matem&#225;tica, alto rendimento e sexo feminino, usando a bateria BECOMA e os dois primeiros n&#237;veis de desempenho, 6 e 7. A aten&#231;&#227;o para a diversidade &#233; um princ&#237;pio fundamental da educa&#231;&#227;o inclusiva e, como tal, a descoberta dos estudantes com maior rendimento em matem&#225;tica &#233; indispens&#225;vel.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article differences between female and male sexes, in terms of performance in BECOMA Battery of Evaluation of the Mathematical Competition, are analyzed, using the Competencies &#8211;especially the mathematical competency- as a framework. Scientific and technical disciplines have traditionally been a &#8220;male&#8221; field, according to multiple investigations in education; that is why it is indispensable to deepen in this topic. First, a study of PISA Program for International Student Assessment &#8211;this test is chosen because of its importance, high number of participant countries, solidity and rigor in evaluation and analysis-, is carried out. Then, an inquiry of the best ranked students is conducted, by establishing a relationship between mathematics skills, high performance (level 6 and 7 in BECOMA) and female sex. Attention to the diversity is a fundamental principle of inclusive education, and in that order, the detection of students with the best mathematics performances is indispensable.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Diferencias entre sexos]]></kwd>
<kwd lng="es"><![CDATA[Pruebas de rendimiento]]></kwd>
<kwd lng="es"><![CDATA[Razonamiento matemático]]></kwd>
<kwd lng="es"><![CDATA[Diagnóstico de la competencia matemática]]></kwd>
<kwd lng="es"><![CDATA[Alumnos con alta capacidad matemática]]></kwd>
<kwd lng="pt"><![CDATA[Diferenças entre os sexos]]></kwd>
<kwd lng="pt"><![CDATA[Teste de desempenho]]></kwd>
<kwd lng="pt"><![CDATA[Raciocínio matemático]]></kwd>
<kwd lng="pt"><![CDATA[Diagnóstico de competência matemática]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes com alta capacidade matemática]]></kwd>
<kwd lng="en"><![CDATA[Differences among sexes]]></kwd>
<kwd lng="en"><![CDATA[Yield tests]]></kwd>
<kwd lng="en"><![CDATA[Mathematical reasoning]]></kwd>
<kwd lng="en"><![CDATA[Diagnosis of the mathematical competition]]></kwd>
<kwd lng="en"><![CDATA[Students with high mathematical capacity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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