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Laura Morera has a degree in Mathematics from the Universidad Politécnica de Cataluña (UPC) and a PhD in Teaching of Mathematics and Experimental Sciences from the Universidad Autónoma de Barcelona (UAB). She is currently a professor at the Universitat Oberta de Catalunya (UOC) and collaborates with Innovamat. Additionally, Laura has more than 17 years of elementary school, middle school and university teaching experience and she has also led teacher trainings.
Vilalta, A., Deulofeu, J., Morera, L. (2024) Enriching Math Teaching Guides from a Competency-Based Perspective. Eurasia Journal of Mathematics, Science and Technology Education (in press).
Morera, L., Rios, B. & Vilalta Riera, A. (2020). Activitats STEM des d’una perspectiva matemàtica rica (STEM activities from a rich mathematical perspective). Guix (Printed ed. Barcelona), 465, 75-76.
Morera, L., Fortuny, J.M., Adan, M., de la Fuente, A. (2017). Funciones cuadráticas y un cóctel de apps (Quadratic functions and a cocktail of apps). Uno. Didáctica de las Matemáticas (Mathematics Education), 77, 34-41.
Artés, M., Badillo, E., García-Honrado, I., Morera, L., Prat, M. (2015). Una propuesta metodológica para el diseño, gestión y evaluación competencial de estrategias de resolución de un problema multiplicativo combinatorio (A methodological proposal for the design, management and evaluation of strategies for solving a combinatorial multiplicative problem). Numbers, 89, 69-85.
Artés, M., Badillo, E., García-Honrado, I., Morera, L., Prat, M. (2015). Una mirada compleja al diseño, gestión y evaluación de estrategias de resolución de un problema de pensamiento multiplicativo combinatorio (A complex look at the design, management, and evaluation of strategies for solving a combinatorial multiplicative thinking problem). Numbers, Revista de Didáctica de las Matemáticas (Mathematics Education magazine), 89, 56-73.
PlaFerrer, M., Fortuny, J.M., Morera, L. (2014) Efectos de la actuación docente en la generación de oportunidades de aprendizaje matemático (Effects of teaching on the generation of mathematical learning opportunities). Enseñanza de las Ciencias (Science Education), 32(3), 385-405.
Ferrer, M., Fortuny, J.M., Morera, L. (2014) Sobre las discusiones en gran grupo (On large group discussions). Ejemplificación en un problema de semejanza (Exemplification in a similarity problem). Uno. Didáctica de las Matemáticas (Mathematics Education), 67, 57-66.nas, N. , Morera, L. (2011) Educación matemática e interacción en el aula de secundaria (Mathematics education and interaction in the middle school classroom). Uno. Didáctica de las Matemáticas (Mathematics Education), 58, 77-83.
Morera, L., Chico, J., Badillo, E., Planas, N. (2012) Problemas ricos en argumentación: reflexiones sobre el pensamiento del alumnado y la gestión del profesor (Discussion-rich problems: reflections on student thinking and teacher management). SUMA, Revista sobre la enseñanza y el aprendizaje de las matemáticas (Magazine on Teaching and Learning of Mathematics), 70, 9-20.
Morera, L., Fortuny, J.M., Planas, N. (2012) Momentos clave en el aprendizaje de isometrías en un entorno colaborativo y tecnológico (Key moments in learning isometries in a collaborative and technological environment). Enseñanza de las Ciencias (Science Teaching), 30(1), 143-154.
Morera, L. (2011) Uso del GeoGebra en el aprendizaje de las transformaciones (Use of GeoGebra in learning transformations). Uno. Didáctica de las Matemáticas (Mathematics Education), 56, 95-103.
Calvo, C., Deulofeu, J., Jareño, J., Morera, L. (2016) Aprender a enseñar matemáticas en la educación secundaria obligatoria (Learning to teach mathematics in compulsory secondary education). Madrid: Síntesis
Planas, N., Morera, L. (2012) La argumentación en la matemática escolar: Dos ejemplos para la formación del profesorado (Argumentation in school mathematics: Two examples for teacher training), 275-300. Mario Briceño Iragorry Publishing Fund
Vilalta, A., Morera, L. & Deulofeu, J. (2020). Activitats competencialment riques per a l’aula de primària. [Virtual Workshop] (Competency-rich activities for the elementary school classroom. [Virtual Workshop]). Presentation at the Congrés Català d’Educació Matemàtica 2020, Reus-Tarragona, Spain.
Vilalta, A., Morera, L., Rojas, F. & Solar, H. (2021). Rich Math Activities for a Primary School Class [Virtual Workshop]. 14th International Congress of Mathematical Education (ICME14), Shanghai, China.
Morera, L., Llorente, R., Souto, B., Torregrosa, A. and Fabrega, J. (in press). The Power of Digital Tools in Estimation Work. NCTM 2022, Annual Meeting & Exposition. LA.
García, J., Morera, L., Sabaté, F., Souto, B. Activitats riques al llarg de la vida (Lifelong rich activities) XXIII ABEAM teaching day (2021)
Morera, L., Llorente, R., Souto, B., Torregrosa, A. and Fabrega, J. (in press). The Power of Digital Tools in Estimation Work. NCTM 2022, Annual Meeting & Exposition. LA.
Vilalta, A., Torregrosa, A., Morera, L. & Real, A. (2022). Actividades ricas para primaria: los procesos matemáticos en el aula [Virtual Workshop]. (Rich activities for elementary school: mathematical processes in the classroom [Virtual Workshop]). Presentation at the IX Congreso Iberoamericano the Educación Matemática, São Paulo, Brasil.
Caelles, M., Morera, L., Vilalta, A. (2023). 8 rutines per la fluidesa matemàtica (8 routines for mathematical fluency), 23rd Jornada Ademgi Perímetre. Parlem i compartim situacions d’aprenentatge (Let’s talk and share learning situations), Girona, Spain.
Vilalta, A., Calvo, C. & Morera, L. (2023). Actividades ricas para primaria: los procesos matemáticos en el aula (Rich activities for elementary school: mathematical processes in the classroom). [Workshop]. Accepted for presentation at the Inter-American Conference on Mathematics Education, Lima, Peru.
Cecilia Calvo has a degree in Mathematics from the Universidad de la República (Udelar) in Uruguay and a PhD in Teaching of Mathematics and Experimental Sciences from the Universidad Autónoma de Barcelona (UAB). With more than 30 years of teaching experience, she currently teaches math at the Galí Bellesguard School. She also leads training courses for mathematics teachers and collaborates with Innovamat.
Barba, D. & Calvo, C., 2012 to 2017, Ell@s tienen la palabra (They have the floor), section dedicated to elementary in Suma: Revista sobre Enseñanza y Aprendizaje de las Matemáticas (Magazine on Mathematics Teaching and Learning), ISSN 1130-488X, No. 70-88.
Calvo, C. et al, 2022, Pensar matemáticamente, Cuadernos de Pedagogía (Thinking mathematically, educational notebooks), ISSN 0210-0630, Nº 531, pp. 73-79.
Vilalta, A., Calvo, C. & Correig, E., 2023, Automatizar las tablas de multiplicar: un propósito que va más allá de 3º de primaria (Memorizing and becoming fluent with the times tables: a goal that goes beyond 3rd grade), Uno: Revista de didáctica de las matemáticas (Mathematics education magazine), ISSN 1133-9853, No. 99, pp. 61-67.
Caelles, M. & Calvo, C., 2023, Estimulando la actividad matemática mediante teoremas (Stimulating mathematical activity through theorems), La Gaceta de la Real Sociedad Matemática Española, ISSN 1138-8927, Vol 26, Nº 2, pp. 373-388.
Calvo, C., Deulofeu, J.; Jareño J & Morera, L., 2016, Aprender a enseñar matemáticas en la educación secundaria obligatoria (Learning to teach mathematics in compulsory middle school education). Editorial Síntesis, ISBN: 9788490774205 and 9788490779484.
Albert Vilalta has a degree in Telecommunications Engineering and a PhD in Teaching of Mathematics and Experimental Sciences in the Universidad Autónoma de Barcelona (UAB). With more than 7 years of teaching experience, he is currently a professor of mathematics in the Faculty of Education at UAB and a member of the Innovamat teaching team, where he carries out research, development, training and communication tasks.
Correig-Fraga, E., Vilalta-Riera, A. & Calvo-Pesce, C.Vilalta, A., Deulofeu, J., & Morera, L. (In press) Enriching Math Teaching Guides from a Competency-Based Perspective. Eurasia Journal of Mathematics, Science and Technology Education.
Correig-Fraga, E., Vilalta-Riera, A. & Calvo-Pesce, C. Development and validation of a semi-automated, scalable response to intervention framework in mathematics. SN Soc Sci 4, 31 (2024). https://doi.org/10.1007/s43545-024-00835-7
Vilalta, A. (2021). Un proyecto para desarrollar la competencia matemática en el aula de primaria (A project to develop mathematical competency in the elementary school classroom). Uno: Revista de Didáctica de las Matemáticas (Mathematics education magazine), ISSN 1133-9853, No. 92, pp. 73-79.
Vilalta, A., Calvo, C. & Correig, E., 2023, Automatizar las tablas de multiplicar: un propósito que va más allá de 3º de primaria (Memorizing and becoming fluent with the times tables: a goal that goes beyond 3rd grade). Uno: Revista de Didáctica de las Matemáticas (Mathematics education magazine), ISSN 1133-9853, No. 99, pp. 61-67.
Morera, L., Ríos, B. & Vilalta, A. (2020). Actividades STEM desde una perspectiva matemática rica (STEM activities from a rich mathematical perspective). Aula de Innovación Educativa Graó, 292, 71-72.
Vilalta, A., Morera, L., Rojas, F. & Solar, H. (2021). Rich Math Activities for a Primary School Class [Virtual Workshop]. 14th International Congress of Mathematical Education (ICME14), Shanghai, China.
Caelles, M., Vilalta, A. & Sánchez, V. (2022). “Sam’s journey”: Exploring the History of Math and Sense of Identity through Powerful Narrative [Workshop]. Annual Meeting of the National Council of Teachers of Mathematics, Los Angeles (CA), USA.
Caelles, M., Vilalta, A. & Sánchez, V. (2023). Historia e identidad matemática en el aula de secundaria: una experiencia a través de la ficción (History and mathematical identity in the middle school classroom: an experience through fiction). [Workshop]. Inter-American Conference on Mathematics Education, Lima, Peru.
Vilalta, A. (2023) Enhancing Mathematical Processes: Rich Math Tasks in Elementary Education [Workshop]. Fall Conference of the Association of Mathematics Teachers of New Jersey (AMTNJ), Lincroft (NJ), USA.
Judith Fábrega has a degree in Early Childhood Education from the Universidad Autónoma de Barcelona (UAB) and a PhD in Teaching of Mathematics and Experimental Sciences from the University of Florida (UF), with a specialization in Curriculum and Instruction. With more than 10 years of teaching experience, she was a teacher in a bilingual Kindergarten school in the United States thanks to the Visiting Teacher program. She is currently a member of Innovamat’s teaching team.
Akiba M., Murata A., Howard C., Wilkinson B., Fabrega J. (2019) Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development. In: Huang R., Takahashi A., da Ponte J. (eds) Theory and Practice of Lesson Study in Mathematics. Advances in Mathematics Education. Springer, Cham
Edo, M. & Fabrega, J. (2013). Early Years Mathematics in Delaware, USA. Edma 0-6: Mathematics Education in Early Childhood, volume 2 (1). Retrieved from http://www.edma0-6.es/index.php/edma0-6
Edo, M., & Fabrega, J. (2015). Cultivate mathematics. Childhood, 149, pp.29-37.
Fabrega, J. (2020). Teacher learning through seeing students’ mistakes during inclusive mathematics lesson study. In Stepping Up Lesson Study.
Lev, S.; Fabrega, J.; Clark, A.; Starkey, E. (2023). Meaningful Math: Improving Student Outcomes by Integrating Content and Process through PBL. Session at the NCTM conference. Washington DC.
Fabrega, J., Edo, M.; Pablo, M. and Garcia, B. (2022). The blank page: Students representations and decomposition of numbers. In EECERA 31st annual conference. Lisbon.
Fabrega, J., Edo, M. y Torregrossa, A. (2022). Supporting early mathematics through play: Number Decomposition. In EECERA 30th annual conference. Glasgow.
Howard, C.; Akiba, M.; Murata, A.; Fabrega, J. (2018). Teachers leaders’ agency in teacher training and certification. Paper presentation at the AERA conference. New York City.
Akiba, M.; Murata, A.; Fabrega, J.; Howard, C.; (2017). Identifying Lesson Study Design Features for Supporting Teacher Learning. Paper presentation at the WALS conference. Nagoya, Japan.
Murata, A.; Fabrega, J et al. (2016). Case of Preservice Elementary Mathematics Lesson Study: Teacher Visions and Learning Process to Teach. Paper presentation at the AERA conference. Washington DC.
Martínez, S.; Lizárraga, J.R.; Fabrega, J. (2016). Leveraging Heteroglossic Language Ecologies in the Home. Structured Poster Session. AERA conference. Washington DC.
Frank Sabaté has a degree in Education from the Universidad Autónoma de Barcelona (UAB) and is an associate professor at the Universidad de Barcelona (UB), where he teaches the New Environments and Digital Resources subject. He is also a professor in the Gaming, Gamification and Technology applied to Education master at ENTI-UB. He has over 15 years of experience as an elementary school teacher and specializes in educational robotics and classroom computer programming. He is currently a member of Innovamat’s teaching team.
Sabaté, F. (2013). “Scratch”: la tecnologia al servei del pensament creatiu (“Scratch”: technology at the service of creative thinking). Perspectiva escolar (School Perspective), 369, 63-67.
Bosch, J. F., Muntaner, E., Niell, M., Cufí, X., & Sabaté, F. (2015). Aprendre geometria amb robots i altres estris computacionals (Learning geometry with robots and other computational tools). Perspectiva escolar (School Perspective), 380, 26-30.
Sabaté, F. (2019). C.R.A.P. Centre de Recerca d’Activitats Paranormals: una proposta gamificada per treballar la tecnologia a educació primària des d’una perspectiva maker (Paranormal Activities Research Center: a gamified proposal to work on technology in primary education from a maker perspective) Ciències (Sciences), 38, 36–43.
Sabaté, F. (2021). El acompañamiento en la transformación metodológica de un centro hacia una mirada STEAM (Accompaniment in the methodological transformation of a school towards a STEAM approach). Cuadernos de pedagogía (Educational notebooks), 519, 90-94.
Sabaté, F. (2013). Mates para Peques (Math for Kids). Editorial Imaginarium. ISBN: 978-84-92882-98-4
Sabaté, F. (2009). Los Enigmas del Pirata Roque Rompecabezas (The Enigmas of Pirate Roque Puzzles). Mi primer Brain Trainer (My first Brain Trainer). Editorial Osa Menor. ISBN: 978-84-92766-01-7
Blanca Souto has a degree in Mathematics from the Universidad Complutense de Madrid (UCM) and a PhD in Mathematics Education from the same university. As a teacher, she has taught mathematics in university classrooms as well as all grades of middle school and high school, both in Madrid and Catalonia. She has participated in teacher trainings in mathematics education and collaborates with the association of mathematics teachers SMPM “Emma Castelnuovo”. She is also a member of Innovamat’s teaching team.
Calvo Pesce, C., Caelles Vidal, M., Souto Rubio, B., & Torrallardona Raventós, M. (2024). Atividades Ricas para Ensino Fundamental II: Os Processos Matemáticos em Sala de Aula. (Rich Activities for Fundamental Teaching II: Mathematical Processes in the Classroom). MultiAtual, 5(1), 22-31. DOI: 10.5281/zenodo.10513162
Morera, L., Souto, B., Arteaga, P. (2016) ¿Qué hacer antes de llevar un problema al aula? (What to do before bringing a problem into the classroom?) Revista de Didáctica de las Matemáticas UNO (UNO Mathematics Education magazine) Vol 71, 53-60. Editorial Graó. Barcelona
Souto, B. & Gómez-Chacón, I. (2011) Visualization at University Level. The concept of integral. Annales de Didactique et de Sciences Cognitives (The Annals of Education and Cognitive Sciences), 16, 217-246. IREM de STRASBOURG, Université de Strasbourg.
Marc Caelles graduated in Mathematics from the Universidad de Barcelona (UB), where he was awarded the August Palanques prize for the best academic record. With more than 4 years of teaching experience, he is a math teacher at the Galí Bellesguard School. Marc combines his work as a teacher with training teachers and is a member of Innovamat’s teaching team.
Caelles, M. & Calvo, C., 2023, Estimulando la actividad matemática mediante teoremas (Stimulating mathematical activity through theorems).La Gaceta de la Real Sociedad Matemática Española, ISSN 1138-8927, Vol 26, Nº 2, pp. 373-388.
Caelles, M., Vilalta, A. & Sánchez, V. (2023). Historia e identidad matemática en el aula de secundaria: una experiencia a través de la ficción (History and mathematical identity in the middle school classroom: an experience through fiction). [Workshop]. Inter-American Conference on Mathematics Education, Lima, Peru.
Caelles, M., Morera, L., Vilalta, A. (2023). 8 rutines per la fluidesa matemàtica (8 routines for mathematical fluency), 23rd Jornada Ademgi Perímetre. Parlem i compartim situacions d’aprenentatge (Let’s talk and share learning situations), Girona, Spain.
Abárzuza, F.; Caelles, M., Sabaté, F. (2023). La pre-àlgebra… a què ens referim? (Pre-algebra… what do we mean?) Des de quan la podem començar a treballar? (From when can we start working on it?), XXIV Jornada didàctica Matemàtica d’ABEAM, Barcelona, Spain.
Caelles, M., Vilalta, A. & Sánchez, V. (2022). “Sam’s journey”: Exploring the History of Math and Sense of Identity through Powerful Narrative [Workshop]. Annual Meeting of the National Council of Teachers of Mathematics, Los Angeles (CA), USA.
Alba Torregrosa has a degree in Elementary Education from the Universidad Autónoma de Barcelona and a PhD in Teaching of Mathematics and Experimental Sciences from the same university. He is currently a member of Innovamat’s teaching team. She has specialized in innovation and research in mathematics education, she has been an associate professor at the UAB and has more than 7 years of experience as an elementary school teacher.
Torregrosa, A., Deulofeu, J., & Albarracín, L. (2020). Caracterización de procesos metacognitivos en la resolución de problemas de numeración y patrones matemáticos (Characterization of metacognitive processes in the resolution of numeration problems and mathematical patterns). Educación matemática (Mathematics education), 32(3), 39-67.
Torregrosa, A., Albarracín, L., & Deulofeu, J. (2021). Orientation and Peer Assessment: Two key aspects for the evolution of the problem-solving process. Bolema: Boletim de Educação Matemática (Mathematics Education Report), 35, 89-111.
Torregrosa, A. (2020). La base de orientación no lineal: estudio de tres grupos clase ante un mismo ciclo de resolución de problemas de patrones (The nonlinear orientation basis: study of three class groups facing the same pattern problem-solving cycle). Revista Épsilon, 104, 7-23.
Torregrosa, A., Alba, M., & Albarracín, L. (2023). Aprendizaje basado en problemas en Educación Infantil: promoviendo aprendizajes estadísticos. (Problem-based learning in Early Childhood Education: promoting statistical learning). ESSAYS. Revista de la Facultad de Educación de Albacete, 38(1), 155-170.
Torregrosa, A., Albarracín, L. y Deulofeu, J. (2019). Desarrollo de una herramienta metacognitiva: hacia la base de orientación no lineal (Development of a metacognitive tool: toward the nonlinear orientation base). En J.M. Marbán, M. Arce, A. Maroto, J. M Muñoz-Escolano and Á. Alsina (Eds.), Research in Mathematics Education XXIII (p. 655). Valladolid: SEIEM.
Torregrosa, A., Albarracín, L. y Deulofeu, J. (2021). Resolución e invención de problemas: la estrategia de resolución con relación al problema inventado (Problem solving and invention: the solving strategy in relation to the invented problem). En Diago, P. D., Yáñez D. F., González-Astudillo, M. T. and Carrillo, D. (Eds.), Investigación en Educación Matemática XXIV (pp. 595 – 602). Valencia SEIEM.
Torregrosa, A., Albarracín, L. y Deulofeu, J. (2019). Estadios evolutivos de una base de orientación no lineal (Evolutionary stages of a non-linear orientation base). In FESPM, Jornadas para el Aprendizaje y Enseñanza de las Matemáticas (p. 1501). A Coruña: JAEM.
Fabrega, J., Edo, M. y Torregrossa, A. (in press). Supporting early mathematics through play: Number Decomposition. In EECERA 30th annual conference. Glasgow.
Morera, L., Llorente, R., Souto, B., Torregrosa, A. and Fabrega, J. (in press). The Power of Digital Tools in Estimation Work. NCTM 2022, Annual Meeting & Exposition. LA.
Julio García has a degree in Elementary Education from the Universidad de Barcelona (UB) with a focus on mathematics, and he is a specialist in the teaching of mathematics. He has more than 7 years of experience teaching mathematics in all elementary grades. Julio has also given training courses for teachers in the teaching of mathematics. He is currently a member of Innovamat’s teaching team as the head of Assessment and Curriculum.
García, J., Morera, L., Sabaté, F., Souto, B., (2021). Activitats riques al llarg de la vida (Lifelong rich activities)Barcelona, Spain.
García, J., (2020). Matemàtiques i creativitat (Mathematics and creativity), Figueres, Spain.
García, J., (2020). Els cucs de Fibonacci (Fibonacci’s worms), Congrés català d’educació matemàtica, Barcelona, Spain.
García, J., Hidalgo, C. (2016). Quanta llengua hi ha a les mates! (There is so much language in math!), Congrés català d’educació matemàtica, Barcelona, Spain.
Dinko Mitrovich is a State Professor of Mathematics from the Universidad Metropolitana de Ciencias de la Educación and holds a Master’s degree in Education from the Universidad de Santiago de Chile. He has more than 23 years of teaching experience and has taught in middle and high school. He has been a teacher trainer for elementary and middle school mathematics and has participated in mathematics education projects for the Chilean Ministry of Education. He is currently a member of Innovamat’s teaching team.
Espinoza, L. Mitrovich, D et al. (2008) “Análisis de las competencias matemáticas en NB1 Caracterización de los niveles de complejidad de las tareas matemáticas”. (“Analysis of mathematical competencies in NB1. Characterization of the levels of complexity of mathematical tasks”). Proyecto FONIDE N°: DED0760
Espinoza, L. Mitrovich, D (2001) “Estudiar matemáticas en el segundo ciclo: Campo de problemas en torno a las Fracciones”. (“Studying mathematics in the mid-elementary: Field of problems around Fractions”). Libro para profesores de matemáticas de segundo ciclo (Book for mid-elementary mathematics teachers). 900 Schools Program. Mineduc.
Espinoza, L. Mitrovich, D et al. (2003 – 2004 – 2005 -2006) “Serie de 16 Unidades didácticas de la Estrategia de Asesoría a la Escuela para la Implementación Curricular LEM – Matemática” (“Series of 16 Educational Units of the School Advisory Strategy for Curricular Implementation LEM – Mathematics”). Usach – Mineduc.
Espinoza, L. Mitrovich, D et al. (2007 – 2008) “Unidades didáctica digitales para el proyecto TIC en aula” (“Digital educational units for the ICT project in the classroom”). Interactives for 1st, 2nd, 3rd and 4th grade. País Digital – USACH.
González, E. Mitrovich, D. Solis. (2019) “Pensadores de Futuro”, Libro de matemáticas para kínder. (“Future Thinkers,” Kindergarten math book). DIDACTIMAT. Printed in Chile. Second edition
González, E. Mitrovich, D. Solis. (2019) “Pensadores de Futuro”, Libro de matemáticas para Prekínder. (“Future Thinkers,” PreK math book). DIDACTIMAT. Printed in Chile. Second edition.
Mineduc (2020). Adaptation of Japanese texts from Gakko Tosho Publishing House to the Chilean curriculum, creating the Sumo Primero 5° y 6° basic student texts and the teaching guides. Collaboration agreement between Mineduc and Centro Modelamiento Universidad de Chile.
Mitrovich, D (2019) Lecture “Transformando una región con el Método Matemático Singapur: El caso de Barranquilla”. (“Transforming a region with the Singapore Mathematical Method: The case of Barranquilla”). IV International Congress Transformando La Enseñanza (Transforming Teaching). Lima, Peru.
Mitrovich, D (2019) Lecture “¿Cómo influir en las creencias que tienen los docentes sobre la enseñanza y aprendizaje de las matemáticas?” (“How to influence teachers’ beliefs about teaching and learning mathematics?”) Workshop on Experiences of Professional Development in Mathematics. Organized by the Centro de Modelamiento and CIAE, both from the Universidad de Chile.
Teacher and emeritus professor in the Mathematics Education and Experimental Sciences departments in UAB where he worked as the Mathematics Education coordinator. He was also the Head of Mathematics in the Asociación Rosa Sensat and, for many years, an active teacher-trainer. He has collaborated on the Innovamat program.
PhD in Mathematics Education (UAB), honorary professor at UAB, with 45 years of teaching experience in high schools, universities and teacher training. Collaborated on the assessment of the History of Mathematics for middle school, on the sequencing of Innovamat curricular activities and on research studies on the quality of the project.
PhD in Mathematics Education (UAB), professor in the Department of Mathematics Education and Experimental Sciences at UAB, and collaborated on the conceptualization of activities for children at Innovamat.
Degree in Mathematics and professor of Mathematics in middle school education. 40 years of teaching experience in middle school and university, where he has taught Mathematics Education. Co-founder of the Museum of Mathematics of Catalonia. He has collaborated on Innovamat’s curriculum as an advisor on the History of Mathematics for the middle school curriculum and as an advisor on the sequencing of curricular activities.
He has been a member of CREAMAT of the Department of Education of the Government of Catalonia, a teacher of mathematics in middle school and a teacher trainer. He has collaborated on Innovamat’s curriculum as an advisor on the History of Mathematics for the middle school curriculum and on the sequencing of curricular activities.
Degree in Mathematics and mathematics teacher. He has been president of the Asociación de Barcelona para el Estudio y Aprendizaje de las Matemáticas (Barcelona Association for the Study and Learning of Mathematics) (ABEAM). He is currently coordinator of the Problem Solving Group (ABEAM), member of the Cubic Group (UB) and member of the Kangaroo Commission (SCM). He has collaborated on the Innovamat curriculum on the conceptualization and sequencing of activities for middle school.
