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No. 35 (2025): Monográfico: Investigación sobre la enseñanza de las matemáticas en un contexto educativo por competencias

Coordinado por Ángel Alberto Magreñán (Universidad de La Rioja) y Jesús Montejo Gámez (Universidad de Granada)

Published: 2025-04-25

Monograph

  • Foreword

    Jesús Montejo Gámez, Ángel Alberto Magreñán Ruiz
    5-8
    DOI: https://doi.org/10.18172/con.6704

  • Problem Creation in Teacher Education A Tool for Developing Algebraic Reasoning

    María Burgos, Nicolás Tizón-Escamilla
    9-34
    DOI: https://doi.org/10.18172/con.6495

  • Observational Analysis of a Proposal to Work Measures of Central Tendency with Pop-Its in Primary Education

    Lara Orcos Palma, Diego Adán Arrea, Daniel Lapresa Ajamil, Ángel Alberto Magreñán Ruiz
    35-57
    DOI: https://doi.org/10.18172/con.6498

  • Competencies and difficulties of undergraduate students facing a problem involving conjecture and proof

    Bettina Milanesio, María Burgos
    59-85
    DOI: https://doi.org/10.18172/con.6463

  • Professional Development of Mathematics Teachers of Early Childhood and Primary Education Contributions of An In-Service Programme Course on Algebraic Sense

    Nataly Pincheira, Ángel Alsina, Yeni Acosta
    87-115
    DOI: https://doi.org/10.18172/con.6496

  • Learning the Part-Whole Model of Fractions Through a Task with Flags of The World

    António Guerreiro, Enrique Martínez Jiménez
    117-138
    DOI: https://doi.org/10.18172/con.6499

  • Impact of Fermi's Problem-Solving Environment on The Complexity and Flexibility of Pre-Service Teachers' Strategies

    César Gallart, Carlos Segura, Lluís Albarracín
    139-164
    DOI: https://doi.org/10.18172/con.6480

Research, Review and Discussant Articles

  • Cartographies An Innovative Education Project for Social Transformation Through Mental Health Care for University Students

    Tania Ugena Candel
    165-189
    DOI: https://doi.org/10.18172/con.5951

  • Pro-Ana and Pro-Mia Communities Review and Educational Proposals

    Carmen Vizoso-Gómez
    191-213
    DOI: https://doi.org/10.18172/con.5812

  • Contributions of Dialogic Literary Gatherings in the Construction of Students as Political Subjects

    Ignacia Palma Salinas
    215-236
    DOI: https://doi.org/10.18172/con.5810

  • Identification And Educational Support for Children with High Intellectual Abilities

    Adriana Polo Ureña, Miriam Gallegos Navas, Paola Chamorro Enríquez
    237-262
    DOI: https://doi.org/10.18172/con.5849

  • Family Involvement in The Homework A Feasible Utopia

    Isabel María García-García
    263-285
    DOI: https://doi.org/10.18172/con.5853

  • Validation of a Questionnaire on Teacher Training to Cater for Diversity

    María José Latorre Medina, Yolanda Bel Blanca, Francisco Javier Blanco Encomienda
    287-314
    DOI: https://doi.org/10.18172/con.5897

Experiences and Reflections

  • Curricular Focussed Active Breaks in Secondary Education Students' Reflections

    Julen Maiztegi-Kortabarria, Silvia Arribas-Galarraga, Izaskun Luis-de Cos, Saioa Urrutia-Gutierrez
    315-338
    DOI: https://doi.org/10.18172/con.6437

  • Laughter As a Beneficial Tool with A Penitentiary Group

    Natalia Ollora Triana, Rafael Calvo de León, Beatriz Núñez Angulo
    339-358
    DOI: https://doi.org/10.18172/con.6359

Book Reviews

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