Araya, P. (2021). Promoviendo el Pensamiento Creativo en la Clase de Matemática: dos casos de estudio en aulas de primaria. Boletim de Educação Matemática, 35(71), 1369-1390. https://doi.org/10.1590/1980-4415v35n71a07

González, D. (2021). The progression of preservice teachers’ covariational reasoning as they model global warming. Journal of Mathematical Behavior, 62, 1–22. https://doi.org/10.1016/j.jmathb.2021.100859

Guiñez, F., Vásquez, C., Brito, C., & Martínez, S. (2021). Alice in Randomland: A resource for improving attitudes towards probability and its teaching. Statistics Education Research Journal, 20(2), 14-14. https://doi.org/10.52041/serj.v20i2.410

Radovic, D., Veloso, R., Sánchez, J., Gerdtzen, Z., & Martínez, S. (2021). Admission is Insufficient: Faculty and Student Discourse on Women’s Inclusion in Engineering in Chile. Revista Mexicana de Investigación Educativa, 26(90), 841-865. link

Guiñez, F. (2020). Alicia en el país de las probabilidades: Aprendiendo a través de un cuento. Uno: Revista de didáctica de las matemáticas. Nº 89 (Ejemplar dedicado a: Probabilidad), págs. 37-40. link

Martínez, S., Guiñez, F., Zamora, R., Bustos, S., & Rodríguez, B. (2020). On the instructional model of a blended learning program for developing mathematical knowledge for teaching. ZDM Mathematics Education, 1-15. https://doi.org/10.1007/s11858-020-01152-y

Araya, P., Giaconi, V., & Martínez, M. V. (2019). Pensamiento matemático creativo en aulas de enseñanza primaria: entornos didácticos que posibilitan su desarrollo. Calidad en la Educación, (50), 319-356. http://dx.doi.org/10.31619/caledu.n50.717

Radovic, D., Peñafiel, B., San Martín, A. N., Bustos, S & Martínez, S. (2018). Enseñando matemáticas a futuros profesores en un sistema complejo: Formadores de profesores en universidades de Chile. Estudios pedagógicos, 44(3), 101-116. https://dx.doi.org/10.4067/S0718-07052018000300101 pdf

Radovic, D. (2018). Gender differences in mathematics attainment in Chile. Revista Colombiana de Educación, 74, 221-241. link pdf

Verdugo, M., Asún, R. & Martínez, S. (2018). Validación de la escala de creencias de eficacia en la enseñanza de la matemática (ECEEM) y caracterización de las creencias de estudiantes de pedagogía básica. Calidad en la Educación, (47). https://dx.doi.org/10.4067/S0718-45652017000200145 pdf

Radovic, D., Black, L., Salas, C. & Williams, J. (2017) Being a Girl Mathematician: Analysis of the diversity of positive mathematical identities in a secondary classroom. JRME (Journal for Research in Mathematics Education), 48(4), 434-4 https://doi.org/10.5951/jresematheduc.48.4.0434 pdf

Mizala, A., Martínez, F., & Martínez, S. (2015). Pre-service elementary school teachers’ expectations about student performance: How their beliefs are affected by their mathematics anxiety and student’s gender. Teaching and Teacher Education, 50, 70-78. https://doi.org/10.1016/j.tate.2015.04.006 pdf

Rojas, F., Montenegro, H., Goizueta, M. & Martínez, S. (2019, in press). Researching modeling by mathematics teacher educators: shifting the focus onto teaching practices. In M. Goos & K. Beswick (eds.), The learning and development of mathematics teacher educators: international perspectives and challenges (Research in Mathematics Education series). Springer, Cham. https://doi.org/10.1007/978-3-030-62408-8_19

Montenegro, H., Ledermann, C. & Pérez, L. (2022). Mathematics teacher education classrooms: Discursive practices among mathematics teacher educators and prospective teachers. Annual Meeting of the American Educational Research Association San Diego 21 – 26 April 2020.

Goizueta, M., Ledermann, C. & Montenegro, H. (2022). Standardized tests and the development of argumentation competency: Tensions perceived by Chilean mathematics teachers. 12th Congress of the European Society for Research in Mathematics Education (CERME12). 2 – 5 February, Bolzano. Italia.

Rojas, F., Catalán, M., Montenegro, H., Giaconi, V. & Guíñez, F. (2022). Unpacking Critical Friendship between Mathematics Teacher Educators: an opportunity for professional learning. 12th Congress of the European Society for Research in Mathematics Education (CERME12). 2 – 5 February, Bolzano. Italia.

Araya, P., Rojas, D., Chandía, E., & Martínez, S. (2021). Fortalecimiento del conocimiento matemático para la enseñanza de la medición de los docentes a partir de un curso e-learning. En Gómez, D. M., Cornejo, C., y Martínez, M. V. (Eds.) (2021). Actas de las XXV Jornadas Nacionales de Educación Matemática (123-128). 14 – 17 December, Rancagua, Chile.

Catalán, M., Rojas, F., Montenegro, H., Giaconi, V. & Güíñez, F. (2021). Práctica reflexiva de formadores de profesores de matemáticas: el aporte de la amistad crítica en este proceso. En Gómez, D. M., Cornejo, C., y Martínez, M. V. (Eds.) (2021). Actas de las XXV Jornadas Nacionales de Educación Matemática (162-166). 14 – 17 December, Rancagua, Chile.

Goizueta, M., Ledermann, C. & Montenegro, H. (2021). La evaluación de la habilidad de argumentar: tensiones percibidas por profesores chilenos de matemática. En Gómez, D. M., Cornejo, C., y Martínez, M. V. (Eds.) (2021). Actas de las XXV Jornadas Nacionales de Educación Matemática (129-134). 14 – 17 December, Rancagua, Chile.

Montenegro, H., Ledermann, C. & Pérez, L. (2021). Aprendiendo a enseñar matemáticas: ¿cuáles son las preocupaciones de los estudiantes en formación? En Gómez, D. M., Cornejo, C., y Martínez, M. V. (Eds.) (2021). Actas de las XXV Jornadas Nacionales de Educación Matemática (123-128). 14 – 17 December, Rancagua, Chile.

Guiñez, F. (2021) Differences in students’ conceptions about mathematics when participating in a mathematical modeling contest. 14th International Congress on Mathematical Education (ICME). 11 – 18 July, 2021. Shanghai, China.

López A., Martínez S., Ramírez A. & Salinas R. (2020). Design of a learning unit for pre-service elementary school teachers: definition of the boundary of a 2D shape. 14th International Congress on Mathematical Education (ICME). 11 – 18 July, 2021. Shanghai, China.

Montenegro, H., Guiñez, F. & Martínez, S. (2021). Mathematics teacher educators as a role model: intentions and strategies. 14th International Congress on Mathematical Education. 11 – 18 July, 2021. Shanghai, China.

Rojas, F., Montenegro, H., Guiñez, F., Catalán, M. & Giaconi, V. (2021). Experience of learning to teach mathematics: What do prospective teachers learn from their mathematics teacher educators? 14th International Congress on Mathematical Education. 11 – 18 July, 2021. Shanghai, China.

Guiñez, F., Vásquez, C., Brito, C., & Martínez, S. (2021). Alice in randomland: differences in attitudes of future primary school teachers towards probability and its teaching. 14th International Congress on Mathematical Education (ICME). 11 – 18 July, 2021. Shanghai, China.

González, D. (2021). Reasoning about the rate of change while linking CO2 pollution to global warming. Proceeding of the 42nd annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 811-819). 27 May  – 6 June, 2021, Mazatlán: México. Hybrid meeting. https://doi.org/10.51272/pmena.42.2020-171  pdf 

González, D. (2021). Quantitative reasoning and thinking about systems: the case of climate change. Online Paper Repository the 2021 annual conference of the American Educational Research Association AERA. 8 – 12 April 2021. Virtual Meeting. pdf

Montenegro, H., Martínez, S. & González, D. (2021). Mathematics teacher education classrooms: Discursive practices among mathematics teacher educators and prospective teachers. Online Paper Repository the 2021 annual conference of the American Educational Research Association AERA. 8 – 12 April 2021. Virtual Meeting.

Montenegro, H., Martínez, S. & González, D. (2021). Teaching Practices among Mathematics Teacher Educators: Intentions and Strategies. Online Paper Repository the 2021 annual conference of the American Educational Research Association AERA. 8 – 12 April 2021. Virtual Meeting.

Montenegro, H., Guiñez, F. & Martínez, S. (2020) Mathematics Teacher Educators as a Role Model: the Perspective of Student Teachers. AERA Annual Meeting, San Francisco, USA, 2020. pdf

González, D. (2019). Covariational reasoning supporting preservice teachers’ mathematization of an energy balance model for global warming. Proceeding of the 41st annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 811-819). 14 – 17 November Saint Louis, Missouri: University of Missouri. pdf

Martínez, S., Guiñez, F., Rodríguez, B., Zamora, R. & Bustos, S. (2019). Efectos del escalamiento de un programa b-learning de desarrollo profesional docente: aprendizajes a partir de las percepciones de los docentes. 5° Congreso Interdisciplinario de Investigación en Educación (CIIE), Santiago, Chile. Agosto 20 – 22, 2019. pdf

Salinas, R., Martínez, S. & Guiñez, F. (2019). Tareas matemáticas para la formación inicial docente: ¿qué aprenden los futuros profesores? 5° Congreso Interdisciplinario de Investigación en Educación (CIIE), Santiago, Chile. Agosto 20 – 22, 2019. pdf

Guiñez, F. (2019). Evaluating the selection process for a mathematical modeling contest: the perception of participating students. The 19th International Conference on the Teaching of Mathematical Modelling and Applications (ICTMA19). Hong Kong. July 21 – 26, 2019. pdf

Brito, C., Matínez, S., Gálvez, G., Guiñez, F., Peet, T. & Salinas, R. (2019) – Alice in Randomland – A mathematical adventure. Telling Science, drawing Science (TSDS 2). Angoulême, France. May 15 – 17, 2019. pdf

Guiñez, F., Montenegro, H., Salinas, R., Martínez, S., Acevedo, V. & Radovic, D. (2019) On the implementation of mathematical tasks that promote mathematical discussion: pre-service teachers’ experiences. AERA Annual Meeting, Toronto, Canada, April 5 – 9, 2019. pdf

Guiñez, F., Salinas, R., Montenegro, H., Acevedo, V., Radovic, D. & Martínez, S. (2018). A model for pre-service teaching education focused on the development of Mathematical Knowledge for Teaching: Perception of future teachers. Proceedings of the First PME Regional Conference South America. Rancagua, Chile. November 14 – 16, 2018. pdf

Guiñez, F., Montenegro, H., Salinas, R., Martínez, S., Acevedo, V. & Radovic, D. (2018). Implementación de tareas matemáticas que promuevan discusión matemática: la perspectiva de los estudiantes en formación. CRIFPE Congreso Internacional sobre la formación y la profesión docente. Santiago, Chile. Octubre 30 – 31, 2018. pdf

Salinas, R., Montenegro, H., Guiñez, F., Martínez, S., Radovic, D. & Acevedo, V. (2018). El rol del conocimiento matemático para la enseñanza en la formación de futuros profesores: la mirada de los estudiantes en formación. CRIFPE Congreso Internacional sobre la formación y la profesión docente. Santiago, Chile. Octubre 30 – 31, 2018. pdf

Martínez S., López A., Asún R. & Peñafiel B. (2017). Use of video-based resources in the preparation of elementary school teachers in Chile. 2017 Annual Meeting of the American Educational Research Association (AERA), San Antonio, TX, USA, April 27 – May 1, 2017. pdf

Guiñez, F., Bustos, S., Martínez, S. & Dartnell, P. (2017). A b-learning program for developing Mathematical Knowledge for Teaching in in-service primary school teachers. 2017 AERA Annual Meeting, San Antonio, TX, USA, April 27 – May 1, 2017. pdf

Peñafiel, B., Stoehr, K., & Martínez, S. (2016). In-service teachers narrative experiences of mathematics anxiety. In M.B. Wood, E.E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 395–401). Tucson, AZ: The University of Arizona. pdf

Guiñez, F. & Martínez, S. (2016) A b-learning approach to developing Mathematical Knowledge for Teaching for in-service primary school teachers. 13th International Congress on Mathematical Education, ICME13. Hamburg, Germany. pdf

Martínez, S. & Varas, M.L. (2016). On the development of a collaborative partnership model involving in-service teachers and researchers. 13th International Congress on Mathematical Education, ICME 13. Hamburg, Germany. pdf

Bustos, S., Guiñez, F. & Martínez, S. (2016) Programa semi-presencial para el desarrollo de habilidades y conocimientos matemáticos en docentes de Educación Básica. XX Jornadas Nacionales de Educación Matemática. Valparaíso, Chile. pdf

Olguín, P. & Zúñiga, G. (2016). Evaluación de la usabilidad en cursos b-learning para docentes de matemática de Educación Básica. XX Jornadas Nacionales de Educación Matemática. Valparaíso, Chile.

Olguín, P., Zúñiga, G. & Martínez, S. (2016) Evaluación de usabilidad en cursos b-learning para docentes de matemática de Educación Básica. XXI Congreso Internacional de Informática Educativa, TISE. Santiago, Chile. pdf

Turino, E. & González, V. (2015). Un ejemplo de uso de videos de aula escolar chilena como herramienta para la formación inicial de profesores de educación básica para enseñar matemática. XIX Jornadas Nacionales de Educación Matemática. Villarrica, Chile. pdf

Varas, M.L., Näveri, L., Martínez, S., Ahtee, M., Fuentealba, A. & Pehkonen, E. (2012) Impact of Different Ways to Introduce a Problem Solving Task on Pupils Performance in Chile and Finland. 12th International Congress on Mathematical Education, ICME 12, Seul, Korea, 2012.

Varas M.L., Pehkonen E., Ahtee M. & Martínez, S. (2012) Mathematical communication in third graders’ drawings in Chile and Finland, In Tso, T. Y. (Ed.). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, (2012), Vol 4, pp 195-202. Taipei, Taiwan: PME.