From mathematics education, a great variety of studies have focused on analyzing the presence of digital technology from different points of view. Those who work with proof and argumentation have resisted presenting results with a technological component, due to the idea of formality associated with those terms, which has increased the existing…

The number line is a model that is used to measure, count, order and even operate, which requires a symbolic interpretation. Then, we investigate the conceptions of 72 in service secondary teachers, when they manage the model of the number line associated with order, spatial location and the relative position between numbers and marks. In a…

The purpose of this study was to analyze how the systematic use of GeoGebra influences the ways of reasoning of high school students when they incorporate it in the resolution of word problems. The study was carried out with a group of 20 students who were studying Mathematics I. The results show that the students appropriated resources from the…

This study reports an analysis of inductive reasoning of Mexican middle school mathematics teachers, when solving tasks of generalization of a quadratic sequence in the context of figural patterns. Data was collected from individual interviews and written answers to generalization tasks. Based on Cañadas and Castro's inductive reasoning model, we…

This paper presents the design and analysis of a Model-Eliciting Activity (MEA), which aims to support the refinement of the conceptual system associated with directly proportional distribution problems (example: linear function, percentage, proportion, variation, etc.). The situation explores a context that is close to the student, encouraging…

In this study, the elements of the design and results of the implementation of a Massive Open Online Course (MOOC) based on the problem solving and the use of digital technology are analyzed and discussed. The results show that the design of the activities, the intervention of the MOOC design team in the discussion forums and the interaction among…

In this study we analyze and contrast approaches that future high school math teachers show when solving word problems with the use of pencil and paper and later, with the use of a Dynamic Geometry System (DGS). The resources, representations, strategies and forms of mathematical reasoning that the participants exhibit when they use GeoGebra in…

In this paper characterizations of mental objects for fractions of middle school students (from 12 to 14 years old) with absenteeism problems and low academic performance, are described. A test was designed as part of a research whose general purpose is to contribute in the building up of better mental objects for fractions through a teaching…

In this study we document how a mathematical idea, shared by a student, changes the development of the class discussion. Our work characterizes the flexible and open dynamics in mathematics instruction that a teacher adopts to give her students control of their own mathematical ideas. Our work argues that this flexibility is necessary for teachers…

Existing technologies pose challenges for the education system related to what contents, strategies and skills students should learn and what types of teaching scenarios should be considered in learning. In this study, prospective high school teachers were encouraged to systematic use various digital technologies in a problem solving course during…

In previous publications the authors of this paper identified specific relations between comprehension and convincement. On the basis of Grounded Theory, this research analyzes the changes that arise in said relations as a response to changing conditions. For their study, the authors analyze an interaction, at a distance, between a tutor and a…

We analyze and discuss ways in which prospective high school teachers pose and pursue questions or problems during the process of reconstructing dynamic configurations of figures given in problem statements. To what extent does the systematic use of a Dynamic Geometry System (DGS) help the participants engage in problem posing activities…

In the monograph The Math Teacher (following the Third International Scientific Colloquium Mathematics and Children in 2011), the term "teacher" designates a person who teaches mathematics, and the context of each article reveals whether this implies the teacher at a pre-school institution, a school or a university instructor. In…

EQUALS is a teacher advisory program that helps elementary and secondary educators acquire methods and materials to attract minority and female students to mathematics. The program supports a problem-solving approach to mathematics, including having students working in groups, using active assessment methods, and incorporating a broad mathematics…

This is the final test for students in the twelfth-grade course Mathematics 30, offered in schools in Alberta, Canada. Intended for administration in January 1987, it is available in both English and French. It contains 52 multiple-choice questions and 3 written-response problems, with 2.5 hours allowed for completion. Approved calculators may be…