SALVADOR
LLINARES CISCAR
CATEDRATICO/A DE UNIVERSIDAD
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Universidad de Sevilla
Sevilla, EspañaPublicacións en colaboración con investigadores/as de Universidad de Sevilla (14)
2021
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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
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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
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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
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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
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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
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PROSPECTIVE MATHEMATICS TEACHERS' LEARNING OF STUDENTS' MATHEMATICAL THINKING
ICERI2014: 7TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION
2013
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Algunos indicadores del desarrollo del esquema de derivada de una función
Bolema - Mathematics Education Bulletin, Vol. 27, Núm. 45, pp. 281-302
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CHARACTERISTICS OF PRE-SERVICE MATHEMATICS TEACHERS' NOTICING OF STUDENTS' MATHEMATICAL THINKING
6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013)
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Characteristics of pre-service mathematics teachers' noticing of students' mathematical thinking
ICERI 2013 (IATED Academy), pp. 5871-5878
2012
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HOW PRE-SERVICE MATHEMATICS TEACHERS NOTICE SECONDARY SCHOOL STUDENTS'MATHEMATICAL THINKING. DERIVATIVE OF A FUNCTION AT A POINT
INVESTIGACION EN EDUCACION MATEMATICA XVI
2011
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Characterizing thematized derivative schema by the underlying emergent structures
International Journal of Science and Mathematics Education, Vol. 9, Núm. 5, pp. 1023-1045
2006
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The dialectic relationship between research and practice in mathematics teacher education
Journal of Mathematics Teacher Education, Vol. 9, Núm. 2, pp. 109-128
2003
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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
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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