Towards a Methodology for the Characterization of Teachers' Didactic-Mathematical Knowledge von Pino-Fan, Luis R, Assis, Adriana, Castro, Walter F

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Future teachers’ reflections on mathematical errors made in their teaching practice von Font, Vicenç, Breda, Adriana, Sala-Sebastià, Gemma, Pino-Fan, Luís R.

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Meta Didactic-Mathematical Knowledge of Teachers: Criteria for the Reflection and Assessment on Teaching Practice von Breda, Adriana, Pino-Fan, Luis Roberto, Font, Vicenç

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Inferential Statistical Reasoning of Math Teachers: Experiences in Virtual Contexts Generated by the COVID-19 Pandemic von Lugo-Armenta, Jesús Guadalupe, Pino-Fan, Luis Roberto

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Proposal to Systematize the Reflection and Assessment of the Teacher’s Practice on the Teaching of Functions von Parra-Urrea, Yocelyn E., Pino-Fan, Luis R.

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Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic von Lugo-Armenta, Jesús Guadalupe, Pino-Fan, Luis Roberto

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Analysis of the underlying cognitive activity in the resolution of a task on derivability of the absolute-value function: two theoretical perspectives von Pino-Fan, Luis Roberto, Guzmán, Ismenia, Font, Vicenç, Duval, Raymond

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Practices of the Random Variable Proposed in the Chilean Mathematics Curriculum of Secondary Education von Carrera, Patricia Belén, Pino-Fan, Luis R., Alvarado, Hugo, Lugo-Armenta, Jesús Guadalupe

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A Macro Tool to Characterize and Develop Key Competencies for the Mathematics Teacher’ Practice von Pino-Fan, Luis R., Castro, Walter F., Moll, Vicenç Font

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On metaphors in thinking about preparing mathematics for teaching: In memory of José (“Pepe”) Carrillo Yáñez (1959–2021) von Scheiner, Thorsten, Godino, Juan D., Montes, Miguel A., Pino-Fan, Luis R., Climent, Nuria

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Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative von Pino-Fan, Luis R., Godino, Juan D., Font, Vicenç

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On metaphors in thinking about preparing mathematics for teaching von Scheiner, Thorsten, Godino, Juan D, Montes, Miguel A, Pino-Fan, Luis R, Climent, Nuria

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What Makes Mathematics Teacher Knowledge Specialized? Offering Alternative Views von Scheiner, Thorsten, Montes, Miguel A., Godino, Juan D., Carrillo, José, Pino-Fan, Luis R.

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Meanings that engineering students confer to the antiderivative von Gordillo Thiriat, Wilson, Pino Fan, Luis Roberto, Larios Osorio, Víctor

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Guía de valoración de la idoneidad didáctica de procesos de estudio de la diferencial von Verón, Manuel Alejandro, Giacomone, Belén, Pino-Fan, Luis Roberto

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Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features von Castro, Walter F, Durango-Urrego, John Henry, Pino-Fan, Luis R

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Analysis of the Meanings of the Antiderivative Used by Students of the First Engineering Courses von Pino-Fan, Luis R., Font, Vicenç, Gordillo, Wilson, Larios, Víctor, Breda, Adriana

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Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher’s Management to Promote Them von Molina, Oscar, Font, Vicenç, Pino-Fan, Luis

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Norms that regulate the management of virtual mathematics classes in the COVID-19 context von Peña, Cristina, Pino-Fan, Luis, Assis, Adriana

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Razonamiento inferencial de docentes de matemáticas de enseñanza media sobre el estadístico t-Student von Lugo Armenta, Jesús Guadalupe, Pino Fan, Luis

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