SALVADOR
LLINARES CISCAR
CATEDRATICO/A DE UNIVERSIDAD
PEDRO JOSE
IVARS SANTACREU
PROFESOR/A PERMANENTE LABORAL
Publications dans lesquelles il/elle collabore avec PEDRO JOSE IVARS SANTACREU (34)
2023
-
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
2022
-
CARTOONS IN MATHEMATICS EDUCATION RESEARCH, TEACHER PROFESSIONAL DEVELOPMENT, AND IN THE MATHEMATICS CLASSROOM
Proceedings of the International Group for the Psychology of Mathematics Education
-
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
-
LEARNING TO ANALYSE STUDENTS’ PROBLEM-SOLVING STRATEGIES WITH CARTOON VIGNETTES
Proceedings of the International Group for the Psychology of Mathematics Education
-
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
-
“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
-
“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
-
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
-
CONSTRUCTING VIGNETTES TO STIMULATE THE PROFESSIONAL KNOWLEDGE OF PRE-SERVICE TEACHERS
Proceedings of the International Group for the Psychology of Mathematics Education
-
DESIGNING VIGNETTE-BASED COURSES FOR TEACHER TRAINING
Proceedings of the International Group for the Psychology of Mathematics Education
-
ENHANCING TEACHER EDUCATION WITH CARTOONBASED VIGNETTES: THE CASE OF CONCEPT CARTOONS
Proceedings of the International Group for the Psychology of Mathematics Education
-
ENHANCING TEACHER EDUCATION WITH CARTOONBASED VIGNETTES: THE DIVER TOOL
Proceedings of the International Group for the Psychology of Mathematics Education
-
MULTI-CRITERION NOTICING: PRE-SERVICE TEACHERS’ DIFFICULTIES IN ANALYSING CLASSROOM VIGNETTES
Proceedings of the International Group for the Psychology of Mathematics Education
-
Mirar profesionalmente la enseñanza de las matemáticas en la formación de maestros de educación infantil y primaria
Memorias del Programa de Redes-I3CE de calidad, innovación e investigación en docencia universitaria: Convocatoria 2020-21 (Instituto de Ciencias de la Educación), pp. 1723-1730
-
NOTICING ENHANCEMENT THROUGH THE RECONSTRUCTION OF PRACTICAL ARGUMENTS
Proceedings of the International Group for the Psychology of Mathematics Education
-
VIGNETTES AS A MEANS TO FEEL DIFFERENT EXPERIENCES OF MATHEMATICS AND ITS TEACHING
Proceedings of the International Group for the Psychology of Mathematics Education
-
VIGNETTES AS REPRESENTATIONS OF PRACTICE FOR MATHEMATICS TEACHER EDUCATION AND RESEARCH
Proceedings of the International Group for the Psychology of Mathematics Education
2020
-
A Learning Trajectory as a Scaffold for Pre-service Teachers’ Noticing of Students’ Mathematical Understanding
International Journal of Science and Mathematics Education, Vol. 18, Núm. 3, pp. 529-548
-
Desarrollo de competencias docentes para la enseñanza de las matemáticas en la formación de maestros de Educación Infantil y Primaria
Memòries del Programa de Xarxes-I3CE de qualitat, innovació i investigació en docència universitària: Convocatòria 2019-20 (Instituto de Ciencias de la Educación), pp. 141-144
-
Uso de una trayectoria hipotética de aprendizaje para proponer actividades de instrucción
Enseñanza de las ciencias: revista de investigación y experiencias didácticas, Vol. 38, Núm. 3, pp. 105-124