Alicia Sánchez
Biographic Data
| ID | 3716949 |
|---|---|
| NAME | Alicia Sánchez |
| GIVEN NAMES | Alicia |
| FAMILY NAME | Sánchez |
| SIGNATURE | SANCHEZ A |
| AFFILIATIONS | Vall d'Hebron Institut de Recerca |
| ORCID | 0000-0001-6569-6828 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Practical Arguments of Prospective Primary Education Teachers in Mathematical Modelling Problems
This article studies practical argumentation in the context of designing application problems and transforming them into modelling problems. To this end, the practical arguments developed by prospective primary education teachers were analysed, using a scheme for structuring and representing these arguments and a modelling cycle for representing the solution plans proposed to these problems. This is a case study with three groups of prospective t…
Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
This study analyses how preservice mathematics teachers reflect on the incorporation of gamification in their teaching practices after participating in a training cycle focused on this active methodology. The cycle, applied to 31 students in the Secondary Mathematics Teacher Education Master’s programme in Catalonia, integrated game elements—such as narratives, quests, and badges—alongside the Didactical Suitability Criteria as a tool for develop…
A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria
Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guideline—as inclusive principles for generic teaching and learning processes—and Didactic Suitability Criteria (DSC) guideline—as specific principles for m…
Adolescent Well-Being
Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
El propósito de este estudio fue identificar cuáles son los criterios asumidos por profesores en ejercicio cuando argumentan sobre el desarrollo de la creatividad en los procesos de enseñanza y aprendizaje de las matemáticas. Para ello, se analizó el discurso de 35 profesores estudiantes de másters en Educación Matemática de tres universidades chilenas. Los datos, con enfoque metodológico mixto, se recogieron a partir de un cuestionario de pregun…
Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
El propósito de este estudio fue identificar cuáles son los criterios asumidos por profesores en ejercicio cuando argumentan sobre el desarrollo de la creatividad en los procesos de enseñanza y aprendizaje de las matemáticas. Para ello, se analizó el discurso de 35 profesores estudiantes de másters en Educación Matemática de tres universidades chilenas. Los datos, con enfoque metodológico mixto, se recogieron a partir de un cuestionario de pregun…
Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática
El propósito de este estudio fue identificar cuáles son los criterios asumidos por profesores en ejercicio cuando argumentan sobre el desarrollo de la creatividad en los procesos de enseñanza y aprendizaje de las matemáticas. Para ello, se analizó el discurso de 35 profesores estudiantes de másters en Educación Matemática de tres universidades chilenas. Los datos, con enfoque metodológico mixto, se recogieron a partir de un cuestionario de pregun…
Adolescent Well-Being
Preservice Secondary School Teachers’ Knowledge and Competencies When Reflecting on the Incorporation of Gamification in the Teaching of Mathematics
This study analyses how preservice mathematics teachers reflect on the incorporation of gamification in their teaching practices after participating in a training cycle focused on this active methodology. The cycle, applied to 31 students in the Secondary Mathematics Teacher Education Master’s programme in Catalonia, integrated game elements—such as narratives, quests, and badges—alongside the Didactical Suitability Criteria as a tool for develop…
A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria
Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guideline—as inclusive principles for generic teaching and learning processes—and Didactic Suitability Criteria (DSC) guideline—as specific principles for m…
Practical Arguments of Prospective Primary Education Teachers in Mathematical Modelling Problems
This article studies practical argumentation in the context of designing application problems and transforming them into modelling problems. To this end, the practical arguments developed by prospective primary education teachers were analysed, using a scheme for structuring and representing these arguments and a modelling cycle for representing the solution plans proposed to these problems. This is a case study with three groups of prospective t…
Mathematics Education and Teaching Techniques (3 works) · Political science (2 works) · Teaching method (2 works) · Argumentation theory (1 work) · Art (1 work) · Child and Adolescent Health (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Collaborative Teaching and Inclusion (1 work) · Commission (1 work) · Computer Science (1 work)