Articles

2013 – Gómez-Chacón, I. Mª (2013) Affective pathways and interactive visualization in the context of technological and professional mathematical knowledge, Nordisk Matematikk Didaktikk, Journal Nordic studies in mathematics education, Special Issue in Hannula, M. (editor-in-charge)
Mathematics related affect. ISSN: 1104-2176.

2013 – Gómez-Chacón, I. Mª, García-Madruga, J. A;. José Óscar Vila, J, Elosúa, Mª: R , Rodríguez, R (review) La relación entre las creencias, las habilidades cognitivas y metacognitivas, y el rendimiento en Matemáticas. Revista Mexicana de Psicología, México.

2013 – Gómez-Chacón, I. Mª, García-Madruga, J. A;. José Óscar Vila, J, Elosúa, Mª: R , Rodríguez, R (print) The dual processes hypothesis in mathematics performance: Beliefs, Cognitive Reflection, Reasoning and Working Memory, Learning and Individual Differences.

2013 – Gómez-Chacón, I. Mª (2013). Interactive Visualization and Affect in Mathematical Problem-Solving by Prospective Teachers. Montana Mathematics Enthusiast Journal, Special volume to International Perspectives on Problem Solving Research in Mathematics Education, Guest Edited by Manuel Santos-Trigo & Luis Moreno-Armella, 10 (1 y 2), 61-86, ISSN: 1551-3440.

2011 – Gómez-Chacón, I. Mª & Kuzniak, A. (2011) Les espaces de travail Géométrique de futurs professeurs en contexte de connaissances technologiques et professionnelles. Annales de didactique et de sciences 16, 187–216.

2011 – Gómez-Chacón, I. Mª & Escribano, J. (2011). Teaching geometric locus using GeoGebra. An experience with pre-service teachers, GeoGebra International Journal of Romania (GGIJRO), GeoGebra The New Language For The Third
Millennium,2 (1), 209-224.

2011- Souto, B. & Gómez-Chacón, I. Mª (2011). Visualization at university level. The concept of Integral, Annales de Didactique et de Sciences Cognitives, 16, 217-246.

2010 – Gómez-Chacón, I. Mª & Joglar, N. (2010), Developing competencies to teach exponential and logarithmic functions using GeoGebra from a holistic approach, Educação Matemática Pesquisa, São Paulo, 12-3, 485–513.

2010 – Gómez-Chacón, I. Mª (2010) Actitudes de los estudiantes en el aprendizaje de la matemática con tecnología (Students’attitudes to learning mathematics with technology), Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas, 28 (2), 227-244.

2009 – Gómez-Chacón, I. Mª (2009) Actitudes matemáticas: propuestas para la transición del bachillerato a la universidad, Educación Matemática, México, 21(3), 5-32.

2007 – Gómez-Chacón, I. Mª. (2007). Sistema de creencias sobre las matemáticas en alumnos de secundaria, Revista Complutense de Educación, 18 (2), 125-143.

2007 – Gómez-Chacón, I. Mª. & Figueiral, L. Identité et facteur affectifs dans l´apprentissage des mathématiques, Annales de Didactique et de Sciences Cognitives, IREM Strasbourg, 12, 117-146.

2006 – Gómez-Chacón, I. Mª. Op’T Eyden, P. De Corte, E. (2006) Creencias de los estudiantes de matemáticas. La influencia del contexto de clase (Belief systems of students of mathematics: Classroom context influences), Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas, 24 (3), 309-324.

2005 – Gómez-Chacón, I. Mª. (2005). Valores y conocimiento matemático: la belleza matemática, Diálogo filosófico, 62, 285-306.

2004 – Gómez-Chacón, I. Mª. (2004). O papel do aspecto emocional no rendimiento escolar, Pátio, Revista Pedagógica, Editorial,ARTMED, 29, 52-56.

2001 – Gómez-Chacón, I. Mª. (2001). Imaginari social de les matemàtiques, GUIX, Elements d’Acciò Educativa, Editorial GRAÓ , nº 276 y 277, 65-73.

2001 – Gómez-Chacón, I. Mª. (2001). Mathematics education in the internet. New cultures, new basic literacy, Critica,883,36-37.

2001 – Gómez-Chacón, I. Mª. (2001). The emotional dimension in mathematics education: A bibliography, in Statistical Education Research Newsletter,vol. 2 no 2, May, pp. 20-32 (http://www.ugr.es/~batanero/sergroup.htm).

2000 – Gómez-Chacón, I. Mª. (2000). Development of formal reasoning in mathematics. Bulletin of teacher Training. Educar en el 2000, monografia sobre las matematicas (To educate in the year 2000, monograph on Mathematics) Ed, Council for Education and Culture, Murcia.

2000 – Gómez-Chacón, I. Mª. (2000). Intuition in mathematics EDUCAR (To EDUCATE), published by Centro de Capacitacion y Perfecionamiento Docente (Centre for training and updating of teachers) , Uruguay, 3(3), 29-33.

2000 – Gómez-Chacón, I. Mª. (2000). Affective influences in the knowledge of mathematics, Educational Studies in Mathematics, 43 (2),149-168-

1999 – Gómez-Chacón, I. Mª. (1999). Awareness of emotional activity in the learning of mathematics. A view point for dealing with diversity, Revista de Didactica de las Matematicas UNO (Journal Teaching Mathematics) , UNO, 21, 29-46.

1998 Gómez-Chacón, I. Mª. (1998).¿Es la actividad matematica algo emocional? (Is mathematical activity emotive?) Journal of Spanish Royal Mathematics’ Society, La Gaceta, 1(3), 415-423.

1998- Gómez-Chacón, I. Mª. (1998). Beliefs and social context in mathematics, Revista de Didactica de las Matematicas UNO (The Teaching of mathematics), 17, 83-104, 1998.

1998- Gómez-Chacón, I. Mª. (1998). A qualitative methodology for the study of the influence of affects in the learning of mathematics. Eseñanza de las ciencias. Revista de investigación y experiencias didácticas (Science teaching. Journal of research and teaching experiences), 16 (3), 431-450, 1998.

1997- Gómez-Chacón, I. Mª. (1997). An instrument for the self-control of emotions in mathematics. In Bulletin IEPS Informa, no.71, 1997.

1997- Gómez-Chacón, I. Mª. (1997). Attitudes in mathematics education. Strategies for Change. Revista de Didactica de las Matematicas UNO (Journal the Teaching of Mathematics,,1997, 13, 41-61.

1997- Gómez-Chacón, I. Mª. (1997). The Emotional in mathematical education: attitudes, emotions and beliefs, Revista de Didactica de las Matematicas UNO (Journal the Teaching of Mathematics), UNO, July 1997, 13, 7-22.

1995- Gómez-Chacón, I. Mª. (1995). Mathematics in “los Centros taller”(Workshops?). How to establish a link between mathematics inside and outside the classroom, Herramientas Revista de Formacion para el Empleo (Tools Bulletin of training for Employment),1995, year VII, 6 (42), 32-38.