Ceneida Fernández-Verdú

Universidad de Alicante

Spain

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Articles (16)

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2024

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2024

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2024

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2024

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2024

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2023

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2023

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2022

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2022

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2022

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2022

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2022

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2021

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2020

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2020

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2020

Collaborators (7)

Àngela Buforn

Universidad de Alicante

SPAIN

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Pere Ivars

Universidad de Alicante

SPAIN

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Laurinda Brown

Reader in Mathematics Teacher Education

University of Bristol

UNITED KINGDOM

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Juan Manuel González-Forte

Universidad de Alicante

SPAIN

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Cristina Zorrilla

Universidad de Alicante

SPAIN

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Mar Moreno

Doctora/ Profesora Titular Universidad

Universidad de Alicante

SPAIN

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Wim Van Dooren

Katholieke Universiteit Leuven

BELGIUM

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Ceneida Fernández-Verdú

Research Interests

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Articles (16)

Desde estrategias aditivas hasta estrategias proporcionales: Características identificadas con estudiantes de Educación Básica Media y Superior de Ecuador

Prospective secondary teachers’ noticing of students’ thinking about the limit concept: pathways of development

Connecting operation-choice problems by the variation principle: Sixth graders’ operational or deeper relational pathways

Is there a dialogic teaching model in primary school classrooms? A qualitative study in the practicum / <i>¿Existe un modelo dialógico docente en las aulas de Educación Primaria? Un estudio cualitativo en el</i> practicum

Razonamientos de estudiantes en tareas de comparación, ordenación y representación de fracciones y números decimales

Estrategias para resolver problemas de estructura multiplicativa con naturales y fracciones

Incorrect Ways of Thinking About the Size of Fractions

La competencia mirar profesionalmente de futuros profesores de matemáticas: uso de representaciones de la práctica

Secondary School Students’ Performances on Ratio Comparison Problems

Profiles in understanding operations with rational numbers

Pre-service teachers' knowledge of the unitizing process in recognizing Students' reasoning to propose teaching decisions

Profiles in understanding the density of rational numbers among primary and secondary school students

Pre-Service Primary School Teachers' Knowledge and Their Interpretation of Students' Answers to a Measurement Division Problem with Fractions

A Learning Trajectory as a Scaffold for Pre-service Teachers' Noticing of Students' Mathematical Understanding

Is there a Gap or Congruency Effect? A Cross-Sectional Study in Students' Fraction Comparison

Is there a Gap or Congruency Effect? A Cross-Sectional Study in Students’ Fraction Comparison

Collaborators (7)

Àngela Buforn

Pere Ivars

Laurinda Brown

Juan Manuel González-Forte

Cristina Zorrilla

Mar Moreno

Wim Van Dooren

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