Publicaciones en las que colabora con SALVADOR LLINARES CISCAR (83)

2024

  1. Competencia docente del profesorado de educación primaria en el área de medidas en un contexto de reforma curricular

    Uniciencia, Vol. 38, Núm. 1

  2. Connecting operation-choice problems by the variation principle: Sixth graders’ operational or deeper relational pathways

    Journal of Mathematical Behavior, Vol. 73

2023

  1. El desarrollo de la competencia mirar profesionalmente el pensamiento matemático de los estudiantes durante los períodos de práctica

    RIFOP : Revista interuniversitaria de formación del profesorado: continuación de la antigua Revista de Escuelas Normales, Vol. 37, Núm. 98, pp. 127-146

  2. Sixth graders’ learning of multiplicative structure problems through the variation principle

    Proceedings of the International Group for the Psychology of Mathematics Education

2022

  1. CARTOONS IN MATHEMATICS EDUCATION RESEARCH, TEACHER PROFESSIONAL DEVELOPMENT, AND IN THE MATHEMATICS CLASSROOM

    Proceedings of the International Group for the Psychology of Mathematics Education

  2. Cartoons in mathematics education research, teacher professional development, and in the mathematics classroom

    Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Servicio de Publicaciones), pp. 219-220

  3. Formación y desarrollo profesional del profesorado de matemáticas

    Aportaciones al desarrollo del currículo desde la investigación en educación matemática (Editorial Universidad de Granada), pp. 481-530

  4. LEARNING TO ANALYSE STUDENTS’ PROBLEM-SOLVING STRATEGIES WITH CARTOON VIGNETTES

    Proceedings of the International Group for the Psychology of Mathematics Education

  5. PREFACE

    Proceedings of the International Group for the Psychology of Mathematics Education

  6. Pre-service teachers’ knowledge of the unitizing process in recognizing students’ reasoning to propose teaching decisions

    International Journal of Mathematical Education in Science and Technology, Vol. 53, Núm. 2, pp. 425-443

  7. Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education

    Servicio de Publicaciones

  8. Uso de representaciones de la práctica (viñetas) en la formación de maestros de Educación Primaria

    Memorias del Programa de Redes de investigación en docencia universitaria: Convocatoria 2021-22 (Instituto de Ciencias de la Educación), pp. 743-760

  9. “HELPING LEARNERS” – PRE-SERVICE MATHEMATICS TEACHERS’ CONCEPTIONS OF LEARNING SUPPORT THROUGH THE LENS OF THEIR SITUATED NOTICING – A VIGNETTE-BASED STUDY

    Proceedings of the International Group for the Psychology of Mathematics Education

  10. “Helping learners” – Pre-service mathematics teachers’ conceptions of learning support through the lens of their situated noticing: A vignette-based study

    Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Servicio de Publicaciones), pp. 91-98

2021

  1. BUILDING UP PROFESSIONAL KNOWLEDGE FOR FOSTERING STUDENTS’ ARGUMENTATION IN THE MATHEMATICS CLASSROOM – A VIGNETTE-BASED APPROACH

    Proceedings of the International Group for the Psychology of Mathematics Education

  2. CONSTRUCTING VIGNETTES TO STIMULATE THE PROFESSIONAL KNOWLEDGE OF PRE-SERVICE TEACHERS

    Proceedings of the International Group for the Psychology of Mathematics Education

  3. DESIGNING VIGNETTE-BASED COURSES FOR TEACHER TRAINING

    Proceedings of the International Group for the Psychology of Mathematics Education

  4. ENHANCING TEACHER EDUCATION WITH CARTOONBASED VIGNETTES: THE CASE OF CONCEPT CARTOONS

    Proceedings of the International Group for the Psychology of Mathematics Education

  5. ENHANCING TEACHER EDUCATION WITH CARTOONBASED VIGNETTES: THE DIVER TOOL

    Proceedings of the International Group for the Psychology of Mathematics Education

  6. MULTI-CRITERION NOTICING: PRE-SERVICE TEACHERS’ DIFFICULTIES IN ANALYSING CLASSROOM VIGNETTES

    Proceedings of the International Group for the Psychology of Mathematics Education