Tomás Recio
Biographic Data
| ID | 9974833 |
|---|---|
| NAME | Tomás Recio |
| GIVEN NAMES | Tomás |
| FAMILY NAME | Recio |
| SIGNATURE | RECIO T |
| AFFILIATIONS | Universidad Nebrija |
| ORCID | 0000-0002-1011-295X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The Impact of a Mooc
We present the continuation of a study on an international MOOC for the training of mathematics teachers who were introduced to the methodology of outdoor mathematics through MathCityMap. Previously, we presented the immediate learning and professional development outcomes achieved by teachers who participated in the MOOC. Here, using the theoretical framework of Meta-Didactical Transposition and performing a mixed-type analysis, we investigate t…
An Experience with Pre-Service Teachers, Using GeoGebra Discovery Automated Reasoning Tools for Outdoor Mathematics
This paper presents an initial output of the project “Augmented Intelligence in Mathematics Education through Modeling, Automatic Reasoning and Artificial Intelligence (IAxEM-CM/PHS-2024/PH-HUM-383)”. The starting hypothesis of this project is that the use of technological tools, such as mathematical modeling, visualization, automatic reasoning and artificial intelligence, significantly improves the teaching and learning of mathematics, in additi…
Teaching from a Distance—Math Lessons during Covid-19 in Germany and Spain
In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how…
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Teaching from a Distance—Math Lessons during Covid-19 in Germany and Spain
In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how…
The Impact of a Mooc
We present the continuation of a study on an international MOOC for the training of mathematics teachers who were introduced to the methodology of outdoor mathematics through MathCityMap. Previously, we presented the immediate learning and professional development outcomes achieved by teachers who participated in the MOOC. Here, using the theoretical framework of Meta-Didactical Transposition and performing a mixed-type analysis, we investigate t…
An Experience with Pre-Service Teachers, Using GeoGebra Discovery Automated Reasoning Tools for Outdoor Mathematics
This paper presents an initial output of the project “Augmented Intelligence in Mathematics Education through Modeling, Automatic Reasoning and Artificial Intelligence (IAxEM-CM/PHS-2024/PH-HUM-383)”. The starting hypothesis of this project is that the use of technological tools, such as mathematical modeling, visualization, automatic reasoning and artificial intelligence, significantly improves the teaching and learning of mathematics, in additi…
Computer Science (3 works) · Mathematics education (3 works) · Medicine (2 works) · Pedagogy (2 works) · Psychology (2 works) · Artificial Intelligence (1 work) · Developmental and Educational Neuropsychology (1 work) · Digital literacy in education (1 work) · Discipline (1 work) · Distance education (1 work)