Productividad académica reciente

 

  • García González, M. S., & Martínez-Sierra, G. (2020). The history of a teacher’s relief of his mathematics anxiety: the case of Diego. Educational Studies in Mathematics, 1. https://doi.org/10.1007/s10649-020-09941-8.
  • García-García, J., & Dolores-Flores, C. (2020). Exploring pre-university students’ mathematical connections when solving Calculus application problems. International Journal of Mathematical Education in Science and Technology, 5211, 1–25. https://doi.org/10.1080/0020739X.2020.1729429.
  • 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.