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DESARROLLO DE LA COMPETENCIA EN ANÁLISIS DIDÁCTICO DE FORMADORES DE FUTUROS PROFESORES DE MATEMÁTICA A TRAVÉS DEL DISEÑO DE TAREAS

Revista latinoamericana de investigación en matemática educativa, 2023-07, Vol.19 (1), p.71-98

2023

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Analysing the mathematical activity in a modelling process from the cognitive and onto-semiotic perspectives

Mathematics education research journal, 2023-12, Vol.35 (4), p.715-741

2023

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Significance of creativity and its development in mathematics classes for preservice teachers who are not trained to develop students’ creativity

Mathematics education research journal, 2022-12, Vol.34 (4), p.863-885

2022

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Meta Didactic-Mathematical Knowledge of Teachers: Criteria for the Reflection and Assessment on Teaching Practice

Eurasia journal of mathematics, science and technology education, 2017-06, Vol.13 (6), p.1893

2017

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Experiencia educativa en modelización para docentes de matemática en Panamá

Alteridad (Cuenca, Ecuador), 2024-06, Vol.19 (1), p.58-70

2024

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Mathematical objects through the lens of two different theoretical perspectives: APOS and OSA

Educational studies in mathematics, 2016-01, Vol.91 (1), p.107-122

2016

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The emergence of objects from mathematical practices

Educational studies in mathematics, 2013-01, Vol.82 (1), p.97-124

2013

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Epistemic Complexity of the Mathematical Object “Integral”

Mathematics (Basel), 2021-10, Vol.9 (19), p.2453

2021

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A combined application of APOS and OSA to explore undergraduate students' understanding of polar coordinates

International journal of mathematical education in science and technology, 2020-04, Vol.51 (3), p.405-423

2020

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A new view about connections: the mathematical connections established by a teacher when teaching the derivative

International journal of mathematical education in science and technology, 2022-06, Vol.53 (6), p.1231-1256

2022

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Future teachers’ reflections on mathematical errors made in their teaching practice

ZDM, 2024-05

2024

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The impact of procedural and conceptual teaching on students' mathematical performance over time

International journal of mathematical education in science and technology, 2021-03, Vol.52 (3), p.404-426

2021

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Guidelines to develop computational thinking using the Bee-bot robot from the literature

Education and information technologies, 2023-12, Vol.28 (12), p.16127-16151

2023

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A Macro Tool to Characterize and Develop Key Competencies for the Mathematics Teacher’ Practice

International journal of science and mathematics education, 2023-06, Vol.21 (5), p.1407-1432

2023

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Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative

Journal of mathematics teacher education, 2018-02, Vol.21 (1), p.63-94

2018

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Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher’s Management to Promote Them

Mathematics (Basel), 2021-09, Vol.9 (18), p.2296

2021

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The Role Played by Extra-mathematical Connections in the Modelling Process

Avances de investigación en educación matemática = Advances of research in mathematics education, 2024-04 (25), p.81-103

2024

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Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f

Educational studies in mathematics, 2023-09, Vol.114 (1), p.63-88

2023

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Educational experience on modelling for Panamanian mathematics teachers

Alteridad (Cuenca, Ecuador), 2024-01, Vol.19 (1), p.57-68

2024

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Simulation of Teacher Interventions in a Training Course of Mathematics Teacher Educators

Mathematics (Basel), 2021-12, Vol.9 (24), p.3228

2021

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The onto-semiotic approach to research in mathematics education

ZDM, 2007-03, Vol.39 (1-2), p.127-135

2007

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A Visualization in GeoGebra of Leibniz’s Argument on the Fundamental Theorem of Calculus

Axioms, 2023-10, Vol.12 (10), p.1000

2023

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Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?

Mathematics (Basel), 2021-08, Vol.9 (15), p.1714

2021

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Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons

Mathematics (Basel), 2022-09, Vol.10 (18), p.3339

2022

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Comparing the views of the theory of objectification and the onto-semiotic approach on the school algebra nature and learning

Mathematics education research journal, 2023-09, Vol.35 (3), p.475-496

2023

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DESARROLLO DE LA COMPETENCIA EN ANÁLISIS DIDÁCTICO DE FORMADORES DE FUTUROS PROFESORES DE MATEMÁTICA A TRAVÉS DEL DISEÑO DE TAREAS

Analysing the mathematical activity in a modelling process from the cognitive and onto-semiotic perspectives

Significance of creativity and its development in mathematics classes for preservice teachers who are not trained to develop students’ creativity

Meta Didactic-Mathematical Knowledge of Teachers: Criteria for the Reflection and Assessment on Teaching Practice

Experiencia educativa en modelización para docentes de matemática en Panamá

Mathematical objects through the lens of two different theoretical perspectives: APOS and OSA

The emergence of objects from mathematical practices

Epistemic Complexity of the Mathematical Object “Integral”

A combined application of APOS and OSA to explore undergraduate students' understanding of polar coordinates

A new view about connections: the mathematical connections established by a teacher when teaching the derivative

Future teachers’ reflections on mathematical errors made in their teaching practice

The impact of procedural and conceptual teaching on students' mathematical performance over time

Guidelines to develop computational thinking using the Bee-bot robot from the literature

A Macro Tool to Characterize and Develop Key Competencies for the Mathematics Teacher’ Practice

Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative

Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher’s Management to Promote Them

The Role Played by Extra-mathematical Connections in the Modelling Process

Combined use of the extended theory of connections and the onto-semiotic approach to analyze mathematical connections by relating the graphs of f and f

Educational experience on modelling for Panamanian mathematics teachers

Simulation of Teacher Interventions in a Training Course of Mathematics Teacher Educators

The onto-semiotic approach to research in mathematics education

A Visualization in GeoGebra of Leibniz’s Argument on the Fundamental Theorem of Calculus

Inquiry and Modeling for Teaching Mathematics in Interdisciplinary Contexts: How Are They Interrelated?

Knowledge and Beliefs on Mathematical Modelling Inferred in the Argumentation of a Prospective Teacher When Reflecting on the Incorporation of This Process in His Lessons

Comparing the views of the theory of objectification and the onto-semiotic approach on the school algebra nature and learning

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