Contribucions principals

Bosch, M., Gascón, J., Trigueros, M. (2017). Dialogue between theories interpreted as research praxeologies: the case of APOS and the ATD. Educational Studies in Mathematics 95, 39-52.

Garcia-Zubia, J., Cuadros, J., Romero, S., Hernandez-Jayo, U., Orduna, P., Guenaga, M., González-Sabaté, L., Gustavsson, I. (2016). Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics. IEEE Transactions on Education, 60(2), 149-156.

Martori, F., Cuadros, J., & González-Sabaté, L. (2016, April). Studying the relationship between BKT fitting error and the skill difficulty index. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 364-368). ACM.

Munzón, N. R., Bosch, M., & Gascón, J. (2015). El problema didáctico del álgebra elemental: Un análisis macro-ecológico desde la teoría antropológica de lo didáctico. Journal of Research in Mathematics Education, 4(2), 106-131.

Olive, A., Samper, X., Cuadros, J., Martori, F., & Serrano, V. (2015). Answering questions concisely: analysis of a Twitter activity in a management course. Procedia-Social and Behavioral Sciences, 182, 179-186.

González-Sabaté, L., Olivé, A., Oriol, J., Cuadros, J., Menacho, J. (2015). Tracking the Behavior of Players in a Cost Accounting Simulation and Identifying Work Patterns. Procedia – Social and Behavioral Sciences, 182, 203-212.

Martori, F., Cuadros, J., González-Sabaté, L. (2015.) Direct estimation of the minimum RSS value for training Bayesian Knowledge Tracing parameters. 8th International Conference on Educational Data Mining, Madrid, 2015

Bosch, M. (2014). Research on university mathematics education within the Anthropological Theory of the Didactic: methodological principles and open questions. Research in Mathematics Education 16(2), 112-116.

Cuadros, J. (2014). Quince años de laboratorios virtuales en química (I). Alambique: Didáctica de las ciencias experimentales, (76), 55-62.