Mathematics Education papers - in chronological order
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
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
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
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
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
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
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
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
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
