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 10^th 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 47^th 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 47^th 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 13^th 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 13^th 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 12^th 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 12^th 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 12^th 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 44^th 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 44^th 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 11^th 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 13^th 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 43^rd 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 11^th 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.