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Alejandro González-Martín

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Professeur titulaire

Faculté des sciences de l'éducation - Département de didactique

Marie-Victorin office D522

a.gonzalez-martin@umontreal.ca

514 343-6111 #8803

Baccalauréat en sciences mathématiques (Prix Extraordinaire)
2000 , Mathématiques fondamentales , Universidad de La Laguna (Espagne)

Maîtrise en Didactique des mathématiques
2002 , Didactique , Universidad de La Laguna (Espagne)

Diplôme d'Études Avancées en Didactique des mathématiques
2003 , Didactique , Universidad de La Laguna (Espagne)

Doctorat en Didactique des mathématiques (Mention Doctorat Européen)
2005 , Didactique , Universidad de La Laguna (Espagne)

Education Programs

  • Teaching and Education Sciences Fundamental and Applied Sciences
  • Teaching and Education Sciences
  • Teaching and Education Sciences Literature and Languages
  • Teaching and Education Sciences Literature and Languages
  • Teaching and Education Sciences Literature and Languages
  • Teaching and Education Sciences
  • Teaching and Education Sciences
  • Teaching and Education Sciences
  • Teaching and Education Sciences Administration and Management Sciences
  • Teaching and Education Sciences Social Sciences and Social Action
  • Teaching and Education Sciences

Courses

  • DID2260 Didactique de la proportionnalité
  • DID6080 Didactique et intégration des matières

Expertises

Responsabilities and outreach Expand all Collapse all

Responsabilités administratives
Organisation d’événements
Autres activités et contributions

Student supervision Expand all Collapse all

Analyse praxéologique des pratiques des enseignants et de leur utilisation des ressources pour l’enseignement de la dérivée : une étude de cas dans l’enseignement secondaire général au Cameroun Thèses et mémoires dirigés / 2022 - 2022
Graduate : Nseanpa, Casimir J.
Cycle : Doctoral
Grade : Ph. D.
Le concept de série dans les manuels au niveau collégial : registres de représentation et activités cognitives Thèses et mémoires dirigés / 2017 - 2017
Graduate : Seffah, Rachid
Cycle : Master's
Grade : M.A.
Les rapports personnels des enseignants du primaire aux objets «variation» et «covariation» comme conséquence des choix institutionnels pour leur formation initiale Thèses et mémoires dirigés / 2017 - 2017
Graduate : Mamas Mavoungou, Eudes Libert
Cycle : Master's
Grade : M.A.

Research projects Expand all Collapse all

Quelles sont les mathématiques utilisées par les ingénieurs au quotidien? Une étude sur les pratiques des ingénieurs pour déterminer leurs besoins mathématiques. Projet de recherche au Canada / 2021 - 2024

Lead researcher : Alejandro González-Martín
Funding sources: CRSH/Conseil de recherches en sciences humaines du Canada
Grant programs: PV153480-Subventions de développement Savoir

Dérivées et intégrales dans les domaines STIM: étude préliminaire des caractéristiques présentes dans les applications scientifiques. Projet de recherche au Canada / 2021 - 2023

Lead researcher : Alejandro González-Martín
Funding sources: CRSH/Conseil de recherches en sciences humaines du Canada
Grant programs: PVX20020-Subvention institutionnelle du CRSH - Subventions d'exploration

Les besoins mathématiques des ingénieurs. Adaptation et validation de grilles d'analyse pour identifier les besoins et usages des notions mathématiques de Calcul dans des cours professionnels et dans les stages professionnels. Projet de recherche au Canada / 2020 - 2022

Lead researcher : Alejandro González-Martín
Funding sources: CRSH/Conseil de recherches en sciences humaines du Canada
Grant programs: PVX20020-Subvention institutionnelle du CRSH - Subventions d'exploration

Analyse des liens entre la formation de base des professeurs de mathématiques à l'université, leur choix de ressources pour l'enseignement et leurs pratiques Projet de recherche au Canada / 2016 - 2021

Lead researcher : Alejandro González-Martín
Funding sources: CRSH/Conseil de recherches en sciences humaines du Canada
Grant programs: PVXXXXXX-Subvention Savoir

Introduction des fonctions dans différentes formations scientifiques, une étude à travers l'analyse de manuels Projet de recherche au Canada / 2015 - 2017

Lead researcher : Alejandro González-Martín
Funding sources: CRSH/Conseil de recherches en sciences humaines du Canada
Grant programs: PVX20020-Subvention institutionnelle du CRSH - Subventions d'exploration

Analyse des pratiques d'enseignement des nombres réels au collégial Projet de recherche au Canada / 2012 - 2015

Lead researcher : Alejandro González-Martín
Funding sources: CRSH/Conseil de recherches en sciences humaines du Canada
Grant programs: PV153480-Subventions de développement Savoir

DEVELOPPEMENT D'UN OUTIL POUR MESURER LES CONCEPTIONS SUR LES NOMBRES REELS A LA FIN DU SECONDAIRE Projet de recherche au Canada / 2010 - 2010

Lead researcher : Alejandro González-Martín

Publications Expand all Collapse all

Chapitres de livres (5 dernières années)

Kyaruzi, F., González-Martín, A. S., Mwanga, G., & Kihaga, H. (in press). Trends and issues in the training of secondary mathematics teachers in Tanzania. Findings on the relevance of university advanced mathematics courses in the training of teachers. Historical and current trends in mathematics teachers training and development in Sub-Saharan Africa – research from primary to secondary. Springer.

Winsløw, C., Bosch, M., González-Martín, A.S., & Huo, R. (2023, online first). Technology in university mathematics education. In B. Pepin, G. Gueudet, & J. Choppin (Eds.), Handbook of digital resources in mathematics education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-95060-6_34-1

González-Martín, A.S., Barquero, B., & Gueudet, G. (2022). Mathematics in the training of engineers: Contributions of the Anthropological Theory of the Didactic. In R. Biehler, M. Liebendörfer, G. Gueudet, C. Rasmussen & C. Winsløw (Eds.), Practice-Oriented Research in Tertiary Mathematics Education (pp. 559-579). Springer, Cham. https://doi.org/10.1007/978-3-031-14175-1_27

González-Martín, A.S. (2022). Using tools from ATD to analyse the use of mathematics in engineering tasks. Some cases involving integrals. In Y. Chevallard, B. Barquero, M. Bosch, I. Florensa, J. Gascón, P. Nicolás & N. Ruiz-Munzón (Eds.), Advances in the Anthropological Theory of the Didactic (pp. 307-315). Birkhäuser.

González-Martín, A.S., Gueudet, G., Barquero, B., & Romo Vázquez, A. (2021). Mathematics and other disciplines, and the role of modelling: advances and challenges. In V. Durand-Guerrier, R. Hochmuth, E. Nardi & C. Winsløw (Eds.), Research and Development in University Mathematics Education (pp. 169-189). Routledge ERME Series: New Perspectives on Research in Mathematics Education.

Articles de périodiques (5 dernières années)

2024

González-Martín, A. S., Lockwood, E., & Nardi, E. (2024). IJRUME celebrates its 10th volume! International Journal of Research in Undergraduate Mathematics Education, 10(1), 1-3. https://doi.org/10.1007/s40753-024-00238-2

2022
Biza, I., González-Martín, A.S., & Pinto, A. (2022). Calculus at the intersection of institutions, disciplines and communities: a special issue Guest Editorial. International Journal of Research in Undergraduate Mathematics Education [Special Issue: Calculus at the intersection of institutions, disciplines and communities], 8(2), 217-221. https://doi.org/10.1007/s40753-022-00183-y

Biza, I., González-Martín, A.S., & Pinto, A. (2022). ‘Scaffolding’ or ‘filtering’: a review of studies on the diverse role of Calculus courses for students, professionals and teachers. International Journal of Research in Undergraduate Mathematics Education [Special Issue: Calculus at the intersection of institutions, disciplines and communities], 8(2), 389-418. https://doi.org/10.1007/s40753-022-00180-1

Hitier, M., & González-Martín, A.S. (2022). Derivatives and the study of motion at the intersection of calculus and mechanics: a praxeological analysis of practices at college level. International Journal of Research in Undergraduate Mathematics Education [Special Issue: Calculus at the intersection of institutions, disciplines and communities], 8(2), 293-317. https://doi.org/10.1007/s40753-022-00182-z

2021

González-Martín, A.S. (2021). The use of integrals in engineering programmes: a praxeological analysis of textbooks and teaching practices in Strength of Materials and Electricity and Magnetism courses. International Journal of Research in Undergraduate Mathematics Education [Special Issue: Mathematics in/for engineering education], 7(2), 211-234. https://doi.org/10.1007/s40753-021-00135-y

2020

González-Martín, A.S. & Hernandes-Gomes, G. (2020). Mathematics in engineering programs: what teachers with different academic and professional backgrounds bring to the table. An institutional analysis. Research in Mathematics Education, 22(1), 67-86. https://doi.org/10.1080/14794802.2019.1663255

Actes de congrès (5 dernières années)

2024

González-Martín, A. S., & Hernandes-Gomes, G. (in press). Using applications in first-semester Calculus for engineering. Sources of applications, use of textbooks, and external constraints. In T. Evans, O. Marmur, J. Hunter, & G. Leach (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (PME47) (Vol. X, pp. tbc-tbc). PME.

González-Martín, A. S., & Hernandes-Gomes, G. (in press). Applications in Calculus courses in engineering: practices of teachers with different backgrounds. In A. S. González-Martín, G. Gueudet, & I. Florensa (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM2024) (pp. tbc-tbc). University of Barcelona and INDRUM.

Hitier, M., & González-Martín, A. S. (in press). ‘Dodging the bullet’: Constraints on the use of derivatives in mechanics courses. In T. Evans, O. Marmur, J. Hunter, & G. Leach (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (PME47) (Vol. X, pp. tbc-tbc). PME.

Hitier, M., & González-Martín, A. S. (in press). Derivatives in calculus and in mechanics. Missed opportunities in the context of free-fall. In A. S. González-Martín, G. Gueudet, & I. Florensa (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM2024) (pp. tbc-tbc). University of Barcelona and INDRUM.

Morcos, J., & González-Martín, A. S. (in press). Tertiary mathematics for prospective secondary teachers: the case of combinatorics. In A. S. González-Martín, G. Gueudet, & I. Florensa (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM2024) (pp. tbc-tbc). University of Barcelona and INDRUM.

2023

Dreyfus, T., González-Martín, A.S., Nardi, E., Monaghan, J., & Thompson, P. (2023). Introduction to the proceedings. In T. Dreyfus, A. S. González-Martín, J. Monaghan, E. Nardi, & P. Thompson (Eds.), The Learning and Teaching of Calculus Across Disciplines – Proceedings of the Second Calculus Conference (pp. 1-4). MatRIC. https://matriccalcconf2.sciencesconf.org/

González-Martín, A.S., Kyaruzi, F., Mwanga, G., & Kihaga, H. (2023). The relevance of advanced mathematics courses for secondary school mathematics teachers: voices from Tanzanian teachers. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the 13th Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 2355-2362). Alfréd Rényi Institute of Mathematics and ERME.

Hitier, M., & González-Martín, A.S. (in press). “Like finding the acceleration”: A praxeological analysis of a calculus/mechanics task with and without its physics context. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, & E. Kónya (Eds.), Proceedings of the 13th Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 2379-2386). Alfréd Rényi Institute of Mathematics and ERME.

Hitier, M., & González-Martín, A.S. (in press). Investigating practices related to the derivative in kinematics contexts in calculus and mechanics courses. In T. Dreyfus, A. S. González-Martín, J. Monaghan, E. Nardi, & P. Thompson (Eds.), The Learning and Teaching of Calculus Across Disciplines – Proceedings of the Second Calculus Conference (pp. 113-116). MatRIC. https://matriccalcconf2.sciencesconf.org/

2022

González-Martín, A.S., Biza, I., Florensa, I., Gueudet, G., Rasmussen, C., Thoma, A., & Viirman, O. (2022). Introduction to the papers of TWG14: University mathematics education. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferrerri (Eds.), Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 2313-2320). Bolzano, Italy: Free University of Bolzano and ERME.

Hitier, M., & González-Martín, A.S. (2022). “It all depends on the sign of the derivative.” A praxeological analysis of the use of the derivative in similar tasks in mathematics and mechanics. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferrerri (Eds), Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 2421-2428). Bolzano, Italy: Free University of Bolzano and ERME.

Nseanpa, C. J., & González-Martín, A.S. (2022). Mathematics teachers’ use of institutional resources to teach derivatives. The case of Cameroon. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferrerri (Eds), Proceedings of the 12th Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 4781-4788). Bolzano, Italy: Free University of Bolzano and ERME.

2021

González-Martín, A.S. & Hernandes-Gomes, G. (2021). Applications in calculus for engineering. The cases of five teachers with different backgrounds. In M. Inprasitha, N. Changsri & N. Boonsena, N. (Eds), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp. 406-415). Khon Kaen, Thailand: PME.

González-Martín, A.S. & Nseanpa, C. J. (2021). Teachers’ practices and resource use in teaching derivatives. A study of the African context: the case of Cameroon. In M. Inprasitha, N. Changsri & N. Boonsena, N. (Eds), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (vol. 2, pp. 397-405). Khon Kaen, Thailand: PME.

2020

González-Martín, A.S. & Hernandes-Gomes, G. (2020). Analysing mathematical and didactic praxeologies in an engineering course: the case of Strength of Materials. In T. Hausberger, M. Bosch & F. Chellougui (Eds.), Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM2020) (pp. 209-218). Bizerte, Tunisia: University of Carthage and INDRUM.

2019

González-Martín, A.S., Biza, I., Cooper, J., Ghedamsi, I., Gueudet, G., Mesa, V., Pinto, A., & Viirman, O. (2019). Introduction to the papers of TWG14: University mathematics education. In U. T. Jankvist, M. van den Heuvel-Panhuizen & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (CERME11) (pp. 2400-2407). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

González-Martín, A.S. & Hernandes-Gomes, G. (2019). What happens after Calculus? Examples of the use of integrals in engineering: the case of Electromagnetism. In J. Monaghan, E. Nardi & T. Dreyfus (Eds.), Calculus in upper secondary and beginning university mathematics – Conference proceedings (pp. 99-102). Kristiansand, Norway: MatRIC. Retrieved on September 13th 2019 from https://matric-calculus.sciencesconf.org/.

González-Martín, A.S. & Hernandes-Gomes, G. (2019). How engineers use integrals: the cases of Mechanics of materials and Electromagnetism. In M. Graven, H. Venkat, A. A. Essien & P. Vale (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 280-287). Pretoria, South Africa: PME.

González-Martín, A.S. & Hernandes-Gomes, G. (2019). The graph of a function and its antiderivative: a praxeological analysis in the context of Mechanics of Solids for engineering. In U. T. Jankvist, M. van den Heuvel-Panhuizen & M. Veldhuis (Eds.), Proceedings of the 11th Congress of the European Society for Research in Mathematics Education (CERME11) (pp. 2510-2517). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

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Alejandro Gonzalez-Martin, Facultad de Educación de la Université de Montréal

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