{"id":70,"date":"2018-03-19T08:12:12","date_gmt":"2018-03-19T08:12:12","guid":{"rendered":"https:\/\/testasistembe.iqs.edu\/?page_id=70"},"modified":"2020-11-04T12:47:37","modified_gmt":"2020-11-04T11:47:37","slug":"relacion-cronologica","status":"publish","type":"page","link":"https:\/\/asistembe.iqs.edu\/en_US\/relacion-cronologica\/","title":{"rendered":"Chronological list"},"content":{"rendered":"
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2017<\/strong>
\nBosch, M., Gasc\u00f3n, 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.<\/p>\n

Bosch, M., Gasc\u00f3n, J. (2017). \"\". Joetsu Journal of Mathematics Education, 32, 105-118<\/p>\n

Bosch, M., Florensa, I., Gasc\u00f3n, J. (2017). Study and research paths in university mathematics teaching and in teacher education: open issues at the edge between epistemology and didactics. In G\u00f6ller, R., Biehler, R., Hochmuth, R., R\u00fcck, H.-G. (eds). Didactics of Mathematics in Higher Education as a Scientific Discipline \u2013 Conference Proceedings. (pp. 413-417). Kassel, Germany: Universit\u00e4tsbibliothek Kassel.<\/p>\n

Florensa, A., Sols, J., Borrell, J. I., Carnicer, A., Cuadros, J., Mella, P., Menacho, J., Nebel, M. (2017). \u00c9tica de la investigaci\u00f3n cient\u00edfica. Descl\u00e9e De Brouwer.<\/p>\n

Florensa, I., Bosch, M., Gasc\u00f3n, J., Ruiz-Munz\u00f3n, N. (2017). Teaching didactics to lecturers: a challenging field. 10th Conference of the European society for Research in Mathematics Education, Dublin, 1-5 febrer 2017.<\/strong><\/p>\n

Martori, F., Serrano, V., Cuadros, J., Calvo, M., Mi\u00f1arro, A., Gorina, V. (2017). How students learn Statistics: from tracing student\u2019s activity in R Commander to the visualization of their work through a Shiny app. useR!2017 (Brussel\u00b7les, 4 al 7 de juliol de 2017).<\/p>\n

Rodon, T., Martori, F., Cuadros, J. (2017). Twitter activism in the face of\u00a0 nationalist mobilization: the case of the 2016 Catalan Diada. Internet, Derecho y Pol\u00edtica (Barcelona, 30 de juny de 2017).<\/p>\n

Palmer, D., Pou, J.O., Gonz\u00e1lez-Sabat\u00e9, L., D\u00edaz-Ferrero, J. (2017). Study on estimation of dioxin concentration in atmospheric emissions based on congener profile correlation. V National Meeting of dioxins, furans and persistent organic related compounds que es va celebrar a Barcelona del 14 al 16 de Juny de 2017.<\/p>\n

2016<\/strong>
\nGarcia-Zubia, J., Cuadros, J., Romero, S., Hernandez-Jayo, U., Orduna, P., Guenaga, M., Gonz\u00e1lez-Sabat\u00e9, 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.<\/p>\n

Martori, F., Cuadros, J., & Gonz\u00e1lez-Sabat\u00e9, 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.<\/p>\n

Bosch, M. (2016). La prise en compte du collectif dans l\u2019analyse des processus d\u2019\u00e9tude selon la TAD. In Y. Matheron et al (eds.), Enjeux et d\u00e9bats en didactique des math\u00e9matiques (pp. 127-142). Grenoble: La Pens\u00e9e sauvage.<\/p>\n

Gasc\u00f3n, J. (2016). Une possible raison d’\u00eatre du calcul diff\u00e9rentiel \u00e9l\u00e9mentaire dans le domaine de la mod\u00e9lisation fonctionnelle. En Matheron, Y. et al. (Eds). Enjeux et d\u00e9bats en didactique des math\u00e9matiques, vol. 1, pp. 93-108, ISBN 978 2 859193157. Grenoble, France : La Pens\u00e9e Sauvage, \u00c9ditions.<\/p>\n

Gasc\u00f3n, J., Lucas, C., Nicol\u00e1s, P. et Sierra, T. (2016). Une possible \u00ab raison d’\u00eatre \u00bb du calcul diff\u00e9rentiel \u00e9l\u00e9mentaire dans le domaine de la mod\u00e9lisation fonctionnelle lors du passage de l\u2019enseignement secondaire \u00e0 l\u2019enseignement sup\u00e9rieur. En Matheron, Y. et al. (Eds). Enjeux et d\u00e9bats en didactique des math\u00e9matiques, vol.2, pp. 441-456. Grenoble, France : La Pens\u00e9e Sauvage, \u00c9ditions.<\/p>\n

Gueudet, G., Bosch, M., diSessa, A. A., Kwon, O. N., Verschaffel, L. (2016). Transitions in mathematics education. ICME 13 Topical surveys. Springer International Publisher.<\/p>\n

Serrano V., Gonz\u00e1lez-Sabat\u00e9, L., Martori, F., & Cuadros, J. (2016). Propuesta did\u00e1ctica para fomentar la capacidad de interpretaci\u00f3n de datos en el contexto de la estad\u00edstica aplicada. Revista del Congr\u00e9s Internacional de Doc\u00e8ncia Universit\u00e0ria i Innovaci\u00f3 (CIDUI)<\/p>\n

Cuadros, J., Serrano, V., & Martori, F. (2016). Creating interactive visualizations with R, ggplot2 & Shiny. Learning Analytics Summer Institue (LASI)<\/p>\n

Martori, F., Cuadros, J., & Gonz\u00e1lez-Sabat\u00e9, L. (2016). Introduction to Student Modeling and Bayesian Knowledge Tracing. Learning Analytics Summer Institue (LASI).<\/p>\n

Bardini, C., Bosch, M., Hochmuth, R., Rasmussen, C., & Trigueros, M. (2016). Current interactions between mathematicians and researchers in mathematics education. In Proceedings of the First Conference of the International Network for Didactic Research in University Mathematics (INDRUM)<\/p>\n

Florensa, I., Bosch, M., Gasc\u00f3n, J., & Mata, M. (2016, March). SRP design in an Elasticity course: the role of mathematic modelling. In Proceedings of the First Conference of the International Network for Didactic Research in University Mathematics (INDRUM).<\/p>\n

Bosch, M., Gasc\u00f3n, J., & Nicolas, P. (2016). From \u2018monumentalism’ to \u2018questioning the world’: the case of Group Theory. In Proceedings of the First Conference of the International Network for Didactic Research in University Mathematics (INDRUM).<\/p>\n

Romo, A., Barquero, B., & Bosch, M. (2016). Study and research paths in online teacher professional development. In Proceedings of the First Conference of the International Network for Didactic Research in University Mathematics (INDRUM).<\/p>\n

Bosch, M., Chaachoua, H.\u00a0 (2016). Research on school algebra in the French tradition. 13th International Congress on Mathematics Education (Hamburg, 24-31 July 2016).<\/p>\n

Serrano-Molinero, V., Oliv\u00e9-Tom\u00e0s, A., Gonz\u00e1lez-Sabat\u00e9, L., Cuadros, J., Martori, F., Jolonch-Palau, X. L\u2019\u00fas de simulacions per ensenyar
\nconceptes complexos en l\u2019\u00e0mbit dels negocis. VII Jornada d\u2019Innovaci\u00f3 Docent URL (29 de juny de 2016).<\/p>\n

Martori, F., Gonz\u00e1lez-Sabat\u00e9, L., Serrano-Molinero, V., Cuadros, J. Implantaci\u00f3 de R i R Commander a Estad\u00edstica. VII Jornada d\u2019Innovaci\u00f3 Docent URL (29 de juny de 2016).<\/p>\n

Belford, R.E., Muyzka, J., Cuadros, J., Spinney, R., Penn, J. (2016). Open access activities of the CCCE. Biennial Conference on Chemical Education 2016 (31 de juliol – 4 d\u2019agost de 2016)<\/p>\n

Cuadros, J. (2016). Turning your spreadsheet into an always updated chemistry handbook. Biennial Conference on Chemical Education 2016 (31
\nde juliol – 4 d\u2019agost de 2016)<\/p>\n

Cuadros, J., Guerris, M., Gonz\u00e1lez-Sabat\u00e9, L., (2016). What is chemistry today? Analyzing the image of chemistry from Twitter messages. Biennial Conference on Chemical Education 2016 (31 de juliol-4 d\u2019agost de 2016)<\/p>\n

2015<\/strong>
\nBarquero, B., Bosch, M. (2015). Didactic engineering as a research methodology: from fundamental situations to study and research paths. In Watson, A. (Ed)\u00a0ICMI Study 22 on Task Design in Mathematics Education\u00a0<\/em>Dordrecht: Springer.<\/p>\n

Barquero, B., Romo, A., Florensa, I., Hausberger, T. (2015). Collectifs d’\u00e9l\u00e8ves, \u00e9tudes et recherche en classe.\u00a018th Ecole d’\u00e9t\u00e9 en Didactique des Math\u00e9matiques.<\/em>\u00a02015, Brest.<\/p>\n

Bosch, M., Winsl\u00f8w, C. (2015). Linking problem solving and learning contents: the challenge of self-sustained study and research processes.\u00a0Recherches en Didactique des Math\u00e9matiques<\/em>\u00a035(2)<\/p>\n

Cuadros, J. et al. (2015). Assessing open-ended learning activities through analyzing action logs. Learning.\u00a0Analytics Summer Institute (LASI)<\/em>, Bilbao, 2015.<\/p>\n

Cuadros, J., Gonz\u00e1lez, L., Romero, S., Guenaga, M. L., Garcia-Zubia, J., Ordu\u00f1a, P. (2015). Educational Data Mining in an Open-Ended Remote Laboratory on Electric Circuits. Goals and Preliminary Results.\u00a08th International Conference on Educational Data Mining,<\/em>\u00a0Madrid, 2015.<\/p>\n

Cuadros, J., Artigas, C., Guitart, F., Martori, F. (2015). Analyzing a Virtual-Lab Based Contextualized Activity from Action Logs.\u00a0Procedia-Social and Behavioral Sciences<\/em>, 182, 441-447.<\/p>\n

Florensa, I., Bosch, M., Gasc\u00f3n, J. (2015). The epistemological dimension in didactics:two problematic issues.\u00a09th Congress of European Reseach in Mathematics Education (CERME9).\u00a0<\/em>2015, Prague<\/p>\n

Gonz\u00e1lez-Sabat\u00e9, L., Oliv\u00e9, A., Oriol, J., Cuadros, J., Menacho, J. (2015). Tracking the Behavior of Players in a Cost Accounting Simulation and Identifying Work Patterns.\u00a0Procedia – Social and Behavioral Sciences<\/em>, 182, 203-212.<\/p>\n

Guerris, M. Cuadros, J., Gonz\u00e1lez, L. \u00bfQu\u00e9 significa la qu\u00edmica hoy? Una mirada a partir de Twitter. 2015.\u00a0VI Jornades sobre l’ensenyament de la F\u00edsica i la Qu\u00edmica: Ci\u00e8ncia en context.\u00a0<\/em>Barcelona, 2015.<\/p>\n

Guerris, M., Oliv\u00e9, A. Trending Topics on the State of Art of Technology Entrepreneurship.\u00a0ISBE Conference 2015<\/em>. Glasgow, 2015.<\/p>\n

Martori, F., Cuadros, J., Gonz\u00e1lez-Sabat\u00e9, L. (2015.) Direct estimation of the minimum RSS value for training Bayesian Knowledge Tracing parameters.\u00a08th International Conference on Educational Data Mining<\/em>, Madrid, 2015.<\/p>\n

Mi\u00f1arro, A., Carnicer, J., Cuadros, J., Martori, F., Calvo, M. Generaci\u00f3n de trazas en R-commander para el seguimiento del trabajo del alumno.\u00a0XXXV Congreso Nacional de Estad\u00edstica e Investigaci\u00f3n Operativa.\u00a0<\/em>Pamplona, 2015.<\/p>\n

Oliv\u00e9, A., Cuadros, J., Gonz\u00e1lez-Sabat\u00e9, L., Serrano-Molinero, V., Jolonch, X. (2015). Raising Funds: Entrepreneurs and Investors Negotiate an Amount to Invest and an Ownership Percentage.\u00a0International Journal of Business and Social Science<\/em>, 6(5), 97-112.<\/p>\n

Oliv\u00e9, A., Samper, X., Cuadros, J., Martori, F., Serrano-Molinero, V. (2015). Answering Questions Concisely: Analysis of a Twitter Activity in a Management Course.\u00a0Procedia – Social and Behavioral Sciences<\/em>, 182, 179-186.<\/p>\n

Oliv\u00e9, A., Carr\u00e9, M., Cuadros, J., Gonz\u00e1lez-Sabat\u00e9, L., Serrano-Molinero V. (2015). Tracking the Behavior of Players in a Finance Simulation and Identifying Work Patterns.\u00a0Procedia – Social and Behavioral Sciences<\/em>, 182, 197-202.<\/p>\n

Oliv\u00e9, A. (2015). Los planes de negocio son una p\u00e9rdida de tiempo.\u00a0BizBarcelona<\/em>, Barcelona, 2015.<\/p>\n

Ruiz-Munz\u00f3n, N., Bosch, M. Gasc\u00f3n, J. (2015). El problema did\u00e1ctico del \u00e1lgebra elemental: Un an\u00e1lisis macro-ecol\u00f3gico desde la teor\u00eda antropol\u00f3gica de lo did\u00e1ctico.\u00a0REDIMAT – Journal of Research in Mathematics Education, 4(2), 1<\/em>06-131.<\/p>\n

Serrano-Molinero, V. S., Gonz\u00e1lez-Sabat\u00e9, L. (2015). Identificaci\u00f3n de las principales competencias necesarias para el uso profesional de la estad\u00edstica aplicada en ADE.\u00bf Qu\u00e9 competencias se deben fomentar preferentemente en el aula?.\u00a0Revista del Congr\u00e9s Internacional de Doc\u00e8ncia Universit\u00e0ria i Innovaci\u00f3<\/em>\u00a0(CIDUI), (2).<\/p>\n

2014<\/strong>
\nArtigue, M., Bosch, M. (2014). Reflection on networking through the praxeological lens. In A. Bikner-Ahsbahs, S. Prediger (Eds.)\u00a0Networking of Theories as a Research Practice in Mathematics Education<\/em>\u00a0(pp. 249-265).\u00a0Springer. ISBN 978-3-319-05389-9.<\/p>\n

Barquero, B., Bosch, M., Gasc\u00f3n, J. (2014). Incidencia del \u00abaplicacionismo\u00bb en la in\u00adtegraci\u00f3n de la modelizaci\u00f3n matem\u00e1tica en la ense\u00f1anza universitaria de las ciencias experimentales.\u00a0Ense\u00f1anza de las Ciencias 32<\/em>\u00a0(1), 83-100.<\/p>\n

Bosch, M. (2014). Research on university mathematics education within the Anthropological Theory of the Didactic: methodological principles and open questions.\u00a0Research in Mathematics Education 16<\/em>(2), 112-116.<\/p>\n

Bosch, M., Gasc\u00f3n, J. (2014). Introduction to the Anthropological Theory of the Didactic (ATD). In A. Bikner-Ahsbahs, S. Prediger (Eds.)\u00a0Networking of Theories as a Research Practice in Mathematics Education<\/em>\u00a0(pp. 67-83). Dordrecht: Springer.<\/div>\n

Chevallard Y., Bosch M. (2014). Didactic transposition in mathematics education. In S.\u00a0Lerman (Ed.)\u00a0Encyclopedia of Mathematics Education\u00a0<\/em>(pp. 170-174), Springer (ISBN 978-94-007-4977-1)<\/p>\n

Cuadros, J. (2014). Quince a\u00f1os de laboratorios virtuales en qu\u00edmica (I).\u00a0Alambique: Did\u00e1ctica de las ciencias experimentales<\/em>, (76), 55-62.<\/p>\n

Kidron, I., Artigue, M., Bosch, M. (2014). Context, Milieu, and Media-Milieus Dialectic: A Case Study on Networking of AiC, TDS, and ATD. In A. Bikner-Ahsbahs, S. Prediger (Eds.)\u00a0Networking of Theories as a Research Practice in Mathematics Education<\/em>\u00a0(pp. 153-177). Dordrecht: Springer.<\/p>\n

Oliv\u00e9, A. (2014). Business opportunities recognition.\u00a0Simposio Internacional \u201cCreatividad Motor de la Innovaci\u00f3n\u201d<\/em>, Bucaramanga, 2014.<\/p>\n

Oliv\u00e9, A., Carr\u00e9, M., Cuadros, J., Gonz\u00e1lez-Sabat\u00e9, L., Serrano-Molinero, V. (2014). Tracking the behavior of players in a finance simulation and identifying working patterns.\u00a04th World Conference on Educational Technology Researches<\/em>, Barcelona, 2014.<\/p>\n

Oliv\u00e9, A., Samper, X., Cuadros, J., Martori, F., Serrano-Molinero, V. (2014). Answering questions in short: analysis of a Twitter activity in a management course.\u00a04th World Conference on Educational Technology Researches<\/em>, Barcelona, 2014.<\/p>\n

Ruiz Olarr\u00eda, A,.\u00a0Sierra Delgado, T. \u00c1.,\u00a0Bosch, M.,\u00a0Gasc\u00f3n, J.\u00a0(2014).\u00a0L<\/em>as matem\u00e1ticas para la ense\u00f1anza en una formaci\u00f3n del profesorado basada en el estudio de cuestiones.<\/em>\u00a0Bolema: Boletim de Educa\u00e7\u00e3o Matem\u00e1tica<\/em>, 28(48), 319-340.<\/p>\n

Serrano-Molinero, V., Gonz\u00e1lez-Sabat\u00e9, L. (2014). Identificaci\u00f3n de las principales competencias necesarias para el uso profesional de la estad\u00edstica aplicada en ADE. \u00bfQu\u00e9 competencias se deben fomentar preferentemente en el aula?.\u00a0VIII Congreso Internacional de Docencia Universit\u00e1ria e Innovaci\u00f3n<\/em>\u00a0(CIDUI), Tarragona, 2014.<\/p>\n

2013<\/strong>
\nArtigas, C., Cuadros, J., Guitart, F. (2013). Activitats contextualitzades en el laboratori virtual.\u00a0Eduaci\u00f3 Qu\u00edmica EduQ<\/em>, 14, 48-53.<\/div>\n

Barquero B., Bosch M., Gasc\u00f3n J. (2013). The ecological dimension in the teaching of mathematics at university level.\u00a0Recherches en didactique des math\u00e9matiques<\/em>, 13(3), 307-338.<\/p>\n

Barquero, B., Bosch, M., Gasc\u00f3n, J. (2013). Las tres dimensiones del problema did\u00e1ctico de la modelizaci\u00f3n matem\u00e1tica (The three dimensions of the didactal problem of mathematical modeling).\u00a0Educa\u00e7\u00e3o Matem\u00e1tica Pesquisa<\/em>, S\u00e3o Paulo, 15(1), 1-28.<\/p>\n

Cuadros, J. (2013). Una nova taula peri\u00f2dica per a l’ensenyament secundari.\u00a0Educaci\u00f3n Qu\u00edmica: EduQ,\u00a0<\/em>15, 62.<\/p>\n

Serrano-Molinero, L., Bosch, M., Gasc\u00f3n, J. (2013). Recorridos de estudio e investigaci\u00f3n en la ense\u00f1anza universitaria de ciencias econ\u00f3micas y empresariales.\u00a0Revista de Did\u00e1ctica de las matem\u00e1ticas Uno<\/em>, 62, 39-48.<\/p>\n

Sierra, T.A., Bosch, M., Gasc\u00f3n, J. (2013). El cuestionamiento tecnol\u00f3gico-te\u00f3rico en la actividad matem\u00e1tica. El caso del algoritmo de la multiplicaci\u00f3n.\u00a0Bolema: Boletim de Educa\u00e7\u00e3o Matem\u00e1tica<\/em>, 27(47), 779-804.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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2017<\/strong>
\nBosch, M., Gasc\u00f3n, J., Trigueros, M. (2017). Dialogue between theories interpreted as research praxeologies: the case of APOS and the ATD. Educati…<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"page-templates\/page-full-width.php","meta":[],"_links":{"self":[{"href":"https:\/\/asistembe.iqs.edu\/en_US\/wp-json\/wp\/v2\/pages\/70"}],"collection":[{"href":"https:\/\/asistembe.iqs.edu\/en_US\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/asistembe.iqs.edu\/en_US\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/asistembe.iqs.edu\/en_US\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/asistembe.iqs.edu\/en_US\/wp-json\/wp\/v2\/comments?post=70"}],"version-history":[{"count":35,"href":"https:\/\/asistembe.iqs.edu\/en_US\/wp-json\/wp\/v2\/pages\/70\/revisions"}],"predecessor-version":[{"id":411,"href":"https:\/\/asistembe.iqs.edu\/en_US\/wp-json\/wp\/v2\/pages\/70\/revisions\/411"}],"wp:attachment":[{"href":"https:\/\/asistembe.iqs.edu\/en_US\/wp-json\/wp\/v2\/media?parent=70"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}