Publicaciones recientes

Dolores-Flores, C., and Rivera-López, M. I. (2020). Conceptualizations of slope in mexican intended curriculum. School Science and Mathematics, 120(2), 104–115. https://doi.org/10.1111/ssm.12389

Cervantes-Barraza, J. A., Hernandez Moreno, A., and Rumsey, C. (2020). Promoting mathematical proof from collective argumentation in primary school. School Science and Mathematics, 120(1), 4–14. https://doi.org/10.1111/ssm.12379

Cabañas-Sánchez, G., and Cervantes-Barraza, J. (2019). Principios que fundamentan el diseño de tareas en una planificación didáctica. Uno. Revista de Didáctica de Las Matemáticas, 85, 7–12.

Cervantes-Barraza, J., Cabañas-Sánchez, G., and Reid, D. (2019). COMPLEX ARGUMENTATION IN ELEMENTARY SCHOOL. PNA, 13(4), 221–246.

Cetina-Vázquez, M., Cabañas-Sánchez, G., and Sosa-Moguel, L. (2019). Collective mathematical progress in an introductory calculus course during the treatment of the quadratic function. International Journal of Education in Mathematics, Science and Technology, 7(2), 155–169. https://doi.org/10.18404/ijemst.552427

Dolores-Flores, C., Rivera-López, M. I., and García-García, J. (2019). Exploring mathematical connections of pre-university students through tasks involving rates of change. International Journal of Mathematical Education in Science and Technology, 50(3), 369–389. https://doi.org/10.1080/0020739X.2018.1507050

García-García, J. (2019). Estrategias en la resolución de problemas algebraicos en un contexto intercultural en el nivel superior. Bolema: Boletim de Educação Matemática, 33(63), 205–225. https://doi.org/10.1590/1980-4415v33n63a10

García-García, J. (2019). Escenarios de exploración de conexiones matemáticas. NÚMEROS: Revista de Didáctica de Las Matemáticas, 100(mayo 2019), 129–133.

García-García, J. (2019). Pre-university students ’ mathematical connections when sketching the graph of derivative and antiderivative functions. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-019-00286-x

Iris, M., López, R., Beltrán, S., and Dolores, C. (2019). Explorando Conceptualizaciones de la Pendiente en Estudiantes Universitarios (Aceptado). BOLEMA – Boletim de Educação Matemática, (19), 1–18.

Martínez-Sierra, G., Arellano-García, Y., Hernández-Moreno, A., and Nava-Guzmán, C. (2019). Daily Emotional Experiences of a High School Mathematics Teacher in the Classroom: a Qualitative Experience-Sampling Method. International Journal of Science and Mathematics Education, 17(3), 591–611. https://doi.org/10.1007/s10763-018-9879-x

Martínez-Sierra, G., García-García, J., Valle-Zequeida, M., and Dolores-Flores, C. (2019). High School Mathematics Teachers’ Beliefs About Assessment in Mathematics and the Connections to Their Mathematical Beliefs. International Journal of Science and Mathematics Education, (1), 1–23. https://doi.org/10.1007/s10763-019-09967-2

Martínez-Sierra, G., Valle-Zequeida, M., García-García, J., and Dolores-Flores, C. (2019). ‘Las matemáticas son para ser aplicadas’: Creencias matemáticas de profesores mexicanos de bachillerato. Educación Matemática, 31(1), 92–120. https://doi.org/10.24844/EM3101.04

Rodríguez-Nieto, C. A., Navarro Sandoval, C., Castro Inostroza, A. N., and García González, M. del S. (2019). Estructuras semánticas de problemas aditivos de enunciado verbal en libros de texto mexicanos. Educación Matemática, 31(2), 75–104. https://doi.org/10.24844/em3102.04

Sosa Moguel, L. E., Aparicio Landa, E., and Cabañas-Sánchez, G. (2019). Characterization of Inductive Reasoning in Middle School Mathematics Teachers in a Generalization Task. International Electronic Journal of Mathematics Education, 14(3), 563–581. https://doi.org/10.29333/iejme/5769