| Application of the complementarities of two theories, APOA and OSA, for the analysis of the university students' understanding on the graph of the function and its derivative V Borji, V Font Moll, H Alamolhodaei, A Sánchez Brualla Eurasia Journal of Mathematics Science and Technology Education, 2018, vol …, 2018 | 59 | 2018 |
| Significance of creativity and its development in mathematics classes for preservice teachers who are not trained to develop students’ creativity A Sánchez, V Font, A Breda Mathematics Education Research Journal 34 (4), 863-885, 2022 | 53 | 2022 |
| Criterios asumidos por profesores cuando argumentan sobre la creatividad matemática MJ Seckel, A Breda, A Sánchez, V Font Educação e Pesquisa 45, e211926, 2019 | 36 | 2019 |
| El papel de la fase de observación de la implementación en la metodología estudio de clases A Breda, V Hummes, RS Silva, A Sánchez Bolema: Boletim de Educação Matemática 35, 263-288, 2021 | 33 | 2021 |
| Mathematical Connections Activated in High School Students’ Practice Solving Tasks on the Exponential and Logarithmic Functions KG Campo-Meneses, V Font, J García-García, A Sánchez EURASIA Journal of Mathematics, Science and Technology Education 17 (9), em1998, 2021 | 23 | 2021 |
| Simulation of Teacher Interventions in a Training Course of Mathematics Teacher Educators A Breda, M Pochulu, A Sánchez, V Font Mathematics 9 (24), 3228, 2021 | 13 | 2021 |
| An Exploratory Analysis of the Representations of Functions in the University Entrance Exam in Spain and Iran. V Borji, A Sánchez EURASIA Journal of Mathematics, Science and Technology Education 15 (8), 2019 | 13 | 2019 |
| The Role of the Teaching and Observation Phases in the Lesson Study Methodology A Breda, V Hummes, RS Silva, A Sánchez Bolema: Boletim de Educação Matemática 35, 263-288, 2021 | 8 | 2021 |
| Reflexão de uma futura professora sobre o ensino de álgebra através da modelagem matemática C Ledezma, A Breda, A Sánchez INTERMATHS 2 (2), 227-244, 2021 | 5 | 2021 |
| Análisis de las respuestas de futuros profesores a un cuestionario sobre el desarrollo de la creatividad en el aula de matemáticas A Sánchez, V Font, A Breda Investigación en educación matemática XXIII, 543-552, 2019 | 5 | 2019 |
| Prospective Teachers’ Narrative Analysis Using the Didactic-Mathematical Knowledge and Competences Model (DMKC) V Font, A Sánchez, G Sala Advances in the Anthropological Theory of the Didactic, 147-153, 2022 | 3 | 2022 |
| Secondary school preservice teachers’ references to the promotion of creativity in their master’s degree final projects A Sanchez, V Font, A Breda Eleventh Congress of the European Society for Research in Mathematics Education, 2019 | 3 | 2019 |
| Didactical Suitability Criteria used by Italian Teachers in Lesson Studies C Manolino, H Viviane, B Adriana, S Alicia, F Vicenç ICME14, 1-4, 2020 | 1 | 2020 |
| UN ESTUDIO SOBRE LA COMPRENSIÓN DE LOS ESTUDIANTES DE LA DERIVACIÓN IMPLÍCITA BASADO EN DOS TEORÍAS: APOE Y EOSi V Borji, A Sánchez, V Font, W Garcés Investigación en Educación Matemática XXIV, 173-180, 2021 | | 2021 |
| Scratch to foster pre-service teachers' creativity. A Sánchez PSYCHOBIT, 2019 | | 2019 |
| Reflexiones de futuros profesores de matemáticas en torno a la creatividad A Sánchez, V Font Comité Latinoamericano de Matemática Educativa 32 (2), 537-543, 2019 | | 2019 |
| Creatividad en las propuestas de trabajos de final de máster de futuros profesores de matemáticas A Sánchez, V Font, A Breda, LR Pino-Fan Comité Latinoamericano de Matemática Educativa 31 (1), 764-770, 2018 | | 2018 |
| Inside the Mathematics Class. Sociological Perspectives on Participation, Inclusion, and Enhancement A Sánchez REDIMAT 7 (3), 333-335, 2018 | | 2018 |
| El papel de la creatividad de los alumnos en la reflexión didáctica de futuros profesores de matemáticas sobre su propia práctica A Sánchez, V Font FESPM, 2017 | | 2017 |
| Análisis de la reflexión de futuros profesores para fomentar la creatividad en el aprendizaje matemático A Sánchez, V Font Moll Universidad de Granada, 2017 | | 2017 |