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espanolEl rendimiento en matematicas, la disminucion de vocaciones en los estudios universitarios de ciencias, asi como la desmotivacion y las actitudes desfavorables hacia las Matematicas que se generan en la Educacion Secundaria son motivo de preocupacion. Esta investigacion se centra en las implicaciones afectivas vinculadas con el aprendizaje de las Matematicas durante la Educacion Secundaria y profundiza en variables explicativas tales como actitudes, motivacion y creencias y sus diferencias en funcion del sexo. Los resultados obtenidos por las chicas muestran peor motivacion y autoconcepto matematico, asi como una actitud hacia las matematicas mas desfavorable que los chicos. Ademas, de un total de 42 creencias sobre las matematicas, 10 de las 13 que muestran diferencias de genero pertenecen a la categoria de creencias sobre la ensenanza de las matematicas y de ellas cinco se consideran de efecto mediano. EnglishThe performance in mathematics, the reduction of science as a vocation in university studies, as well as the demotivation and unfavourable attitudes towards mathematics generated in Secondary Education are a reason for concern. This research focuses on the affective implications tied to learning mathematics during Secondary Education, with an insight into explanatory variables such as attitudes, motivation and beliefs and their differences according to sex. The results obtained by girls show worse motivation and mathematical self - concept, as well as a less favourable attitude towards mathematics than boys. Out of 42 beliefs about mathematics, 13 show a gender difference; 10 of which belong to the category beliefs about teaching of mathematics, and of these, 5 have median effect size.

The affective domain in learning mathematics according to students' gender