Publicaciones en colaboración con investigadores/as de Universidad de Sevilla (14)

2021

  1. How prospective kindergarten teachers develop their noticing skills: the instrumentation of a learning trajectory

    ZDM - Mathematics Education, Vol. 53, Núm. 1, pp. 57-72

2019

  1. Relationships among prospective secondary mathematics teachers’ skills of attending, interpreting and responding to students’ understanding

    Educational Studies in Mathematics, Vol. 100, Núm. 1, pp. 83-99

2017

  1. Characteristics of a learning environment to support prospective secondary mathematics teachers' noticing of students' thinking related to the limit concept

    PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10)

2016

  1. Changes in how prospective teachers anticipate secondary students’ answers

    Eurasia Journal of Mathematics, Science and Technology Education, Vol. 12, Núm. 8, pp. 2155-2170

2015

  1. DEVELOPING PRE-SERVICE TEACHERS’ NOTICING OF STUDENTS’ UNDERSTANDING OF THE DERIVATIVE CONCEPT

    International Journal of Science and Mathematics Education, Vol. 13, Núm. 6, pp. 1305-1329

2014

  1. PROSPECTIVE MATHEMATICS TEACHERS' LEARNING OF STUDENTS' MATHEMATICAL THINKING

    ICERI2014: 7TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION

2013

  1. Algunos indicadores del desarrollo del esquema de derivada de una función

    Bolema - Mathematics Education Bulletin, Vol. 27, Núm. 45, pp. 281-302

  2. CHARACTERISTICS OF PRE-SERVICE MATHEMATICS TEACHERS' NOTICING OF STUDENTS' MATHEMATICAL THINKING

    6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013)

  3. Characteristics of pre-service mathematics teachers' noticing of students' mathematical thinking

    ICERI 2013 (IATED Academy), pp. 5871-5878

2012

  1. HOW PRE-SERVICE MATHEMATICS TEACHERS NOTICE SECONDARY SCHOOL STUDENTS'MATHEMATICAL THINKING. DERIVATIVE OF A FUNCTION AT A POINT

    INVESTIGACION EN EDUCACION MATEMATICA XVI

2011

  1. Characterizing thematized derivative schema by the underlying emergent structures

    International Journal of Science and Mathematics Education, Vol. 9, Núm. 5, pp. 1023-1045

2006

  1. The dialectic relationship between research and practice in mathematics teacher education

    Journal of Mathematics Teacher Education, Vol. 9, Núm. 2, pp. 109-128

2003

  1. PARTICIPATION AND REIFICATION IN LEARNING TO TEACH: THE ROLE OF KNOWLEDGE AND BELIEFS

    BELIEFS: A HIDDEN VARIABLE IN MATHEMATICS EDUCATION (SPRINGER), pp. 195-209

2000

  1. Secondary school mathematics teacher's professional knowledge: A case from the teaching of the concept of function

    Teachers and Teaching: Theory and Practice, Vol. 6, Núm. 1, pp. 41-62