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Mathematical modelling in preschool centres and primary schools: can mathematics be made more human? (Modelización matemática en un centro de infantil y primaria. ?‘Se pueden humanizar las matemáticas?) (Spanish. English summary)
Uno 21, No. 69, 22-32 (2015).
Classification: M12 M13
1
Teaching mathematics through modelled problems? A case study. (?‘Por una enseñanza problematizada y modelizada de las matemáticas? Estudio de casos.) (Spanish. English summary)
Uno 21, No. 69, 33-43 (2015).
Classification: M10 D40 F90
2
Working with pre-schoolers: a dual commentary. (English)
Gellert, Uwe (ed.) et al., Educational paths to mathematics. A C.I.E.A.E.M. sourcebook. Collected papers based on the presentations at the 63rd and 64th conference, Barcelona, Spain, summer 2011 and Rhodes, Greece, summer 2012. Cham: Springer (ISBN 978-3-319-15409-1/hbk; 978-3-319-15410-7/ebook). Advances in Mathematics Education, 191-198 (2015).
Classification: D31 D41 A30 D20
3
25th anniversary of the Mathematical Olympiad Thales. (25 aniversario de la Olimpiada Matemática Thales.) (Spanish)
Epsilon (Puerto Real) 26, No. 71, Special Issue, 103-108 (2009).
Classification: A30 U40
4
Longing, joy and hope 25th anniversary of the Olympiad Thales. (Añoranza, alegría y esperanza “XXV aniversario de la Olimpiada Thales".) (Spanish)
Epsilon (Puerto Real) 26, No. 71, Special Issue, 97-102 (2009).
Classification: A30 U40
5
From Die Hard III to Diophantine equations through Euclides’ algorithm. (De la Jungla de Cristal III a las ecuaciones diofánticas pasando por el algoritmo de Euclides.) (Spanish)
Epsilon (Puerto Real) 25, No. 70, 7-26 (2008).
Classification: F60 F90 U80 A20
6
Reform of mathematics education in Latin America: Spanish presence. (Reformas de la enseñanza de las matemáticas en iberoamérica: presencia española.) (Spanish)
Epsilon (Puerto Real) 22, No. 64, 89-105 (2006).
Classification: D30 A30
7
Mathematics outside of the classroom: press, radio, and television. (Matemática fuera del aula: la prensa, la radio y la televisón.) (Spanish)
Uno 9, No. 34, 68-76 (2003).
Classification: A40
8
Thoughts on which mathematics should be taught to students at Technical Universities and its relation to the use of new technologies. (Reflexiones sobre qué matemáticas enseñar en los estudios técnicos universitarios y su relación con el uso de las nuevas tecnologías.) (Spanish)
Giménez, Joaquim et al., Matemáticas en Europa: diversas perspectivas. editorial GRAÓ, Barcelona (ISBN 84-7827-265-8). 85-105 (2001).
Classification: D35
9
Mathematics in Europe: various perspectives. (Matemáticas en Europa: diversas perspectivas.) (Spanish)
editorial GRAÓ, Barcelona (ISBN 84-7827-265-8). 146 p. (2001).
Classification: D10
10
Why is geometry the victim in the planning of the curricula of mathematics education not only in the secondary school but also in the university? (English)
Keitel, C. et al., Mathematics (education) and common sense: The challenge of social change and technological development. - (Education) mathématiques et sens commun: Le défi du changement social et du développement technologique. ,. 185-191 (1996).
Classification: G10
11
The systematic error in the solution of problems of proportionality and probability. El error sistematico en la resolucion de tareas de proporcionalidad y probabilidad. Ueber systematische Fehler bei der Loesung von Aufgaben zur Proportionalitaet und Wahrscheinlichkeit. (Spanish)
Epsilon. (1991) (no.19) p. 9-22.
Classification: D64 D74 F84 K54
12
Bundling with bundles. Action-oriented teaching in order to introduce mathematical methodology. (Buendeln mit Buendeln. Handlungsorientierter Unterricht zum Verstaendnis der mathematischen Vorgehensweise.) (German)
Grundschulmagazin 14, No. 11, 15-18 (1999).
Classification: F32
13
Maths? - A game! A project to enhance pupils’ mathematical skills. (Mathe? - Spielend! Ein Projekt zum Foerderunterricht.) (German)
Grundschulmagazin 13, No. 7-8, 35-38 (1998).
Classification: D42
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