Mathematics Education Research

Papers – in chronological order

(all of them are available at the institutional repository- idUS)

Martín-Molina, V., González-Regaña, A. J. & Gavilán-Izquierdo, J. M. (2018). Researching how professional mathematicians construct new mathematical definitions: a case study. International Journal of Mathematical Education in Science and Technology, 49(7), 1069-1082. https://doi.org/10.1080/0020739X.2018.1426795
If your institution does not have access to the journal, there is a limited number of free eprints
Accepted version available at https://idus.us.es/handle/11441/161168

Martín-Molina, V., González-Regaña, A., Toscano, R., & Gavilán-Izquierdo, J. M. (2020). Differences between how undergraduate students define geometric solids and what their lecturers expect from them through the lens of the theory of commognition. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1917.
https://doi.org/10.29333/ejmste/9159 (Open access)
Published version also available at https://idus.us.es/handle/11441/145464 

González-Regaña, A., Martín-Molina, V., Toscano, R., Fernández-León, A., & Gavilán-Izquierdo, J. M. (2021). El discurso de estudiantes para maestro cuando describen y definen cuerpos geométricos. [Pre-service teachers’ discourse when describing and defining geometric solids] Enseñanza de las Ciencias, 39(1), 81-97.
https://doi.org/10.5565/rev/ensciencias.3039 (Open access)
Published version also available at https://idus.us.es/handle/11441/126948 

Gavilán-Izquierdo, J. M., García, M., & Martín-Molina, V. (2021). Characterizing the role of technology in mathematics teachers’ practices when teaching about the derivative. Computers in the Schools, 38(1), 36-56. https://doi.org/10.1080/07380569.2021.1882211
If your institution does not have access to the journal, there is a limited number of free eprints
Accepted version available at https://idus.us.es/handle/11441/161304

Fernández-León, A., Gavilán-Izquierdo, J. M., González-Regaña, A. J., Martín-Molina, V., & Toscano, R. (2021). Identifying routines in the discourse of undergraduate students when defining. Mathematics Education Research Journal, 33, 301-319. https://doi.org/10.1007/s13394-019-00301-1
Accepted version also available at https://idus.us.es/handle/11441/161302

Gallego-Sánchez, I., Martín-Molina, V., Caro-Torró, I., y Gavilán-Izquierdo, J. M. (online). Spanish primary school students’ engagement with a non-traditional method when adding and subtracting: Ritualised versus exploratory participation. Education 3-13. https://doi.org/10.1080/03004279.2023.2171739
If your institution does not have access to the journal, there is a limited number of free eprints
Accepted version available at https://idus.us.es/handle/11441/156804

Martín-Molina, V., Toscano, R., Fernández-León, A., Gavilán-Izquierdo, J. M., y González-Regaña, A. J. (2023). Characterising pre-service primary school teachers’ discursive activity when defining. International Journal of Instruction, 16(3), 117-130. https://doi.org/10.29333/iji.2023.1637a (Open access)
Published version also available at https://idus.us.es/handle/11441/157765

Planas, N., Alfonso, J.M., Arnal-Bailera, A., y Martín-Molina, V. (online) Mathematical naming and explaining in teaching talk: Noticing work with two groups of mathematics teachers. ZDM Mathematics Education. https://doi.org/10.1007/s11858-024-01576-w (Open access)
Published version also available at https://idus.us.es/handle/11441/161297

Toscano, R., Fernández-León, A., Gavilán-Izquierdo, J. M., González-Regaña, A., & Martín-Molina, V. (2024). Pre-service mathematics teachers’discourse: Differences between defining in task situations involving prototypical and non-prototypical solids. The Journal of Mathematical Behavior, Article 101170. https://doi.org/10.1016/j.jmathb.2024.101170 (Open access)
Published version also available at https://idus.us.es/handle/11441/161298

Mathematics Education book chapter

Gavilán-Izquierdo, J. M., Martín-Molina, V., González-Regaña, A. J., Toscano, R., & Fernández-León, A. (2019). Cómo construyen definiciones matemáticas los estudiantes para maestro: Una aproximación sociocultural. [How pre-service teachers construct mathematical definitions: A sociocultural approach]. In E. Badillo Jiménez, N. Climent Rodríguez, C. Fernández Verdú, y M. T. González Astudillo (Eds.), Investigación sobre el profesor de matemáticas: Práctica de aula, conocimiento, competencia y desarrollo profesional (pp. 135-155).
Ediciones Universidad de Salamanca. https://eusal.es/index.php/eusal/catalog/book/978-84-1311-073-8 (Open access)
Published version also available at https://idus.us.es/handle/11441/161300