José María Gavilán Izquierdo

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Profesor Titular

Universidad de Sevilla

Spain

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About

José María Gavilán Izquierdo is a Profesor Titular at Universidad de Sevilla, Spain. His research primarily focuses on mathematical education, particularly in areas such as graph theory and teacher education. Recent publications explore methods of student engagement in mathematical practices, the formulation of mathematical definitions, and the use of multiple modes of representation in teaching. He is dedicated to improving pedagogical strategies and understanding the discursive practices of both pre-service teachers and researchers in mathematics.

Recent Grants

Grant: Close

Estudio de la práctica matemática de definir en estudiantes para profesor de Matemáticas de Educación Secundaria y Bachillerato. Análisis desde una perspectiva sociocultural

Open Date: 2023-03-01

Close Date: 2023-12-01

Grant: Close

Estudio de la práctica matemática de definir en estudiantes para profesor de Matemáticas de Educación Secundaria y Bachillerato

Open Date: 2021-09-01

Close Date: 2022-09-01

Grant: Close

Caracterización del proceso matemático de definir: construcción y selección de definiciones

Open Date: 2020-01-01

Close Date: 2020-12-01

Grant: Close

Caracterización del proceso matemático de definir (2 Ayudas consecutivas)

Open Date: 2018-01-01

Close Date: 2019-01-01

Articles (14)

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2025

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2024

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2023

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2023

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2023

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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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2021

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2021

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2021

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2021

Collaborators (5)

Inés Magdalena Gallego Sánchez

Universidad de Sevilla

SPAIN

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Gloria Sánchez-Matamoros García

Profesora Titular de Universidad

Universidad de Sevilla

SPAIN

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Aurora Fernández León

Profesor Contratado doctor Interino

Universidad de Sevilla

SPAIN

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María Luz Puertas González

Universidad de Almería

SPAIN

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Verónica Martín-Molina

Profesora Titular de Universidad/Associate Professor

Universidad de Sevilla

SPAIN

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José María Gavilán Izquierdo

Research Interests

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Contact this professor

About

Recent Grants

Articles (14)

Assessing Graph Theory Students’ Use and Formulation of Definitions through the Van Hiele Model

Developing TPACK through task design: exploring the use of multiple modes of representation and the promotion of mathematical processes

The Concept of Number Sequence in Graphical Representations for Secondary School Students

Spanish primary school students’ engagement with a non-traditional method when adding and subtracting: ritualised versus exploratory participation

Characterising Pre-Service Primary School Teachers’ Discursive Activity when Defining

UNA APROXIMACIÓN A LOS CAMBIOS EN EL DISCURSO MATEMÁTICO GENERADOS EN EL PROCESO DE DEFINIR

Caracterizando cómo conjeturan los investigadores en matemáticas: un estudio de caso

A theoretical analysis of the validity of the Van Hiele levels of reasoning in graph theory

Analizando perfiles de reconocimiento en teoría de grafos

Caracterizando la práctica matemática de demostrar de una investigadora en matemáticas

Characterizing Levels of Reasoning in Graph Theory

The Use of Logical Implication as an Indicator of Understanding the Concept of Number Sequences

Identifying routines in the discourse of undergraduate students when defining

A case study of the practices of conjecturing and proving of research mathematicians

Collaborators (5)

Inés Magdalena Gallego Sánchez

Gloria Sánchez-Matamoros García

Aurora Fernández León

María Luz Puertas González

Verónica Martín-Molina

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