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Concept of function: definition, representation and exemplification in the teaching and learning. (Concepto de función: definición, representación y ejemplificación en la enseñanza y aprendizaje.) (Spanish)
Azcárate, Carmen (ed.) et al., Didáctica del análisis matemático: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM. Periodo 1997‒2014. La Laguna: Universidad de La Laguna, Servicio de Publicaciones (ISBN 978-84-15939-38-2/pbk). Materiales Didácticos Universitarios; Serie Matemáticas 1, 67-80 (2015).
Classification: I20 C30
1
The concept of function and its teaching and learning. (The concept of function and his teaching and learning.) (English)
Far East J. Math. Educ. 12, No. 1, 47-78 (2014).
Classification: I20 A30 D20
2
A new approach to multiple-choice question writing: example, transparency, and variation. (English. Spanish summary, French summary)
Int. J. Math. Teach. Learn. 2013, 17 p., electronic only (2013).
Classification: D60 D50
3
Determining specialised knowledge for mathematics teaching. (English)
Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2985-2994 (2013).
Classification: D39 D20
4
A model of mathematics teachers’ specialised knowledge. (Un modelo de conocimiento especializado del profesor de matemáticas.) (Spanish. English summary)
Rico, Luis (ed.) et al., Investigación en didáctica de la matemática. Homenaje a Encarnación Castro. Granada: Universidad de Granada (ISBN 978-84-9045-095-6/pbk). 194-200 (2013).
Classification: D20 D39
5
The exemplification of the concept of function: differences between novice teachers and expert teachers. (La ejemplificación del concepto de función: diferencias entre profesores noveles y profesores expertos.) (Spanish. English summary)
Educ. Mat. (Mex. City) 24, No. 1, 73-106 (2012).
Classification: D49 C70 D39 C39
6
An exploratory study about student teachers’ numerical competences. (Un estudio exploratorio sobre las competencias numéricas de los estudiantes para maestro.) (Spanish. English summary)
Bolema 26, No. 42B, 433-457 (2012).
Classification: B50 F19
7
Cognitive processes associated with the professional development of mathematics teacher. (English. Spanish summary)
PNA 4, No. 3, 87-97 (2010).
Classification: C39 B52
8
The thinking process of secondary school teachers: A qualitative study. (Un estudio cualitativo de corte interpretativo en el ámito del pensamiento del profesor de secundaria.) (Spanish)
MATRIX ERROR: INCOMPLETE MONOGRAPH SOURCE!
Classification: C39
9
4th symposium of La Sociedad Espanñola de Investigación en Educación Matemática. (Quarto simposio de La Sociedad Española de Investigación en Educación Matemática.) (Spanish)
, (ISBN 84-95699-02-8). 215 p. (2001).
Classification: A60
10
Spanish mathematics at the begin of the XXI th century. (Matemática españ|ola en los albores del siglo XXI.) (Spanish)
Ed. Hergué, Huelva (ISBN 84-95319-10-9). 246 p. (2000).
Classification: A15 A85 E25 E35 M15
11
Teacher education and problem solving. (Formación inicial de los maestros y resolución de problemas.) (Spanish)
Gac. R. Soc. Mat. Esp. 3, No. 3, 515-527 (2000).
Classification: D59
12
The role of professional knowledge in the gap between wishes and practice. (English)
Ahmed, Afzal et al., Cultural diversity in mathematics (education): CIEAEM 51. Horwood Publishing, Chichester (ISBN 1-898563-68-3). 245-249 (2000).
Classification: C29
13
The role of professional knowledge in the gap between wishes and practice. (English)
Ahmed, Afzal et al., Cultural diversity in mathematics (education): CIEAEM 51. Horwood Publishing, Chichester (ISBN 1-898563-68-3). 245-249 (2000).
Classification: C29
14
Resolución de problemas en los albores del siglo XXI: una perspectiva internacional desde múltiples perspectivas y niveles educativos. (Spanish)
Ed. Hergué, Huelva (ISBN 84-95319-09-8). 261 p. (2000).
Classification: D50
15
Teachers’ conceptions of problem solving. (Concepciones de los profesores sobre la resolución de problemas.) (Spanish)
Universidad de Huelva Publ., Huelva (ISBN 84-95089-38-6). 197 p. (1999).
Classification: C39 D59
16
The training of mathematics teachers. (La formación de profesores de matemáticas. Estado de la cuestión y l\'ineas de actuación.) (Spanish)
Universidad de Huelva Publ., Huelva (ISBN 84-95089-23-8). 230 p. (1999).
Classification: B50
17
Research on teachers’ beliefs: empirical work and methodological challenges. (English)
Krainer, Konrad et al., European research in mathematics education I.III. Vol. 3. , (ISBN 3-925386-55-6). 79-97 (1999).
Classification: C29
18
Teachers’ beliefs on problem solving and mathematics education. (English)
Krainer, Konrad et al., European research in mathematics education I.III. Vol. 3. , (ISBN 3-925386-55-6). 51-62 (1999).
Classification: C29
19
Teacher’s beliefs: starting point for professional development. (French)
Les liens entre la pratique de la classe et la recherche en didactique des mathématiques (Actes). , (ISBN 88-7967-036-0). 87-90 (1999).
Classification: D53
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