Publicaciones en colaboración con investigadores/as de KU Leuven (12)

2023

  1. Incorrect Ways of Thinking About the Size of Fractions

    International Journal of Science and Mathematics Education, Vol. 21, Núm. 7, pp. 2005-2025

  2. Revealing modes of knowing about density

    Proceedings of the International Group for the Psychology of Mathematics Education

2022

  1. Profiles in understanding operations with rational numbers

    Mathematical Thinking and Learning, Vol. 24, Núm. 3, pp. 230-247

2021

  1. FROM DISCRETENESS TO INFINITY: STAGES IN STUDENTS’ UNDERSTANDING OF THE RATIONAL NUMBER DENSITY

    Proceedings of the International Group for the Psychology of Mathematics Education

  2. Formas de responder sobre la densidad de los números racionales de estudiantes de primaria y secundaria

    Investigación en Educación Matemática XXIV

2020

  1. Is there a Gap or Congruency Effect? A Cross-Sectional Study in Students’ Fraction Comparison

    Studia Psychologica, Vol. 62, Núm. 2, pp. 109-122

  2. Various ways to determine rational number size: an exploration across primary and secondary education

    European Journal of Psychology of Education, Vol. 35, Núm. 3, pp. 549-565

2019

  1. EXPLORING STUDENTS’ REASONING ABOUT FRACTION MAGNITUDE

    Proceedings of the International Group for the Psychology of Mathematics Education

2014

  1. Do students confuse dimensionality and "directionality"?

    Journal of Mathematical Behavior, Vol. 36, pp. 166-176

2012

  1. The development of students' use of additive and proportional methods along primary and secondary school

    European Journal of Psychology of Education, Vol. 27, Núm. 3, pp. 421-438

2011

  1. Effect of number structure and nature of quantities on secondary school students' proportional reasoning

    Studia Psychologica, Vol. 53, Núm. 1, pp. 69-81

2009

  1. EFFECT OF THE NUMBER STRUCTURE AND THE QUANTITY NATURE ON SECONDARY SCHOOL STUDENTS' PROPORTIONAL REASONING

    PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 3