<?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>1646-9895</journal-id>
<journal-title><![CDATA[RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação]]></journal-title>
<abbrev-journal-title><![CDATA[RISTI]]></abbrev-journal-title>
<issn>1646-9895</issn>
<publisher>
<publisher-name><![CDATA[AISTI - Associação Ibérica de Sistemas e Tecnologias de Informação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1646-98952024000400021</article-id>
<article-id pub-id-type="doi">10.17013/risti.56.21-34</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inclusión de estudiantes con altas capacidades en la escuela: centrándose en el aprendizaje de la matemática, la docencia universitaria y el trabajo colaborativo tanto en entornos presenciales como virtuales]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusion of Gifted Students in School: Focusing on Mathematics Learning, University Teaching, and Collaborative Work in Both In-Person and Virtual Settings]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sagredo-Lillo]]></surname>
<given-names><![CDATA[Emilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zapata]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salamanca-Garay]]></surname>
<given-names><![CDATA[Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad San Sebastián Facultad de Educación ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Sebastián Facultad de Educación ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Bernardo O´Higgins  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<numero>56</numero>
<fpage>21</fpage>
<lpage>34</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S1646-98952024000400021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S1646-98952024000400021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S1646-98952024000400021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio aborda la inclusión de estudiantes con altas capacidades y doble excepcionalidad en el sistema educativo chileno, destacando la insuficiente atención a sus necesidades debido a enfoques tradicionales centrados en el déficit. La investigación enfatiza la importancia de un enfoque inclusivo que reconozca sus particularidades, con un enfoque en la enseñanza de la matemática y el uso de trabajo colaborativo, tanto presencial como virtual, para estimular sus capacidades cognitivas. Se llevó a cabo un análisis documental basado en fuentes teóricas, empíricas y normativas. Los resultados subrayan la importancia del trabajo colaborativo en la educación de estudiantes con altas capacidades, destacando su efectividad tanto en aulas físicas como en entornos virtuales. Además, la implementación del Diseño Universal de Aprendizaje (DUA) surge como una estrategia crucial para promover la inclusión de estos estudiantes. El estudio concluye que la colaboración entre docentes y el uso de tecnologías digitales son fundamentales para mejorar el desarrollo cognitivo y la inclusión educativa de los estudiantes con altas capacidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study addresses the inclusion of students with high abilities and double exceptionality in the Chilean education system and shows that their needs are not adequately addressed due to traditional deficit-oriented approaches. The research highlights the importance of an inclusive approach that recognizes their specificities, focusing on mathematics education and the use of collaboration, both face-to-face and virtual, to promote their cognitive abilities. A document analysis was conducted based on theoretical, empirical and normative sources. The results highlight the importance of collaborative work in the education of high ability students, emphasizing its effectiveness in both physical classes and virtual environments. Furthermore, the implementation of Universal Learning Design (DUA) appears as a crucial strategy to promote inclusion of these students. The study concludes that collaboration between teachers and the use of digital technologies are fundamental for improving the cognitive development and school inclusion of high-ability students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Altas capacidades]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la matemática]]></kwd>
<kwd lng="es"><![CDATA[Docencia universitaria.]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Gifted students]]></kwd>
<kwd lng="en"><![CDATA[Mathematics learning]]></kwd>
<kwd lng="en"><![CDATA[University teaching.]]></kwd>
</kwd-group>
</article-meta>
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