Proceedings

2012- Gómez-Chacón, I. Mª (2012). Affective pathways and visualization processes in mathematical learning within a computer environment. MAVI – 18; Mathematical Views, Universidad de Helsinki (Finlandia).

2012- Gómez-Chacón, I. Mª & Escribano, J. (2012) (en prensa). Geometric Locus activities in a dynamic geometry system. Non-iconic visualization and instrumental génesis, ETM-4 Symposium Mathematical Work Space, Universidad de Montreal 2012, del 24 al 26 de octubre.

2012 – Gómez-Chacón, I. Mª & Kuzniak, A. (2012). The geometric work space and its geneses by prospective teachers in digital environment, La didactique des mathématiques: approches et enjeux. Hommage à Michele Artigue, Université Paris Diderot, del 31 de Mayo al 2 de junio 2012, sites.google.com/site/colloqueartigue/

2012- Rodríguez Muñoz, Claudia y Gómez-Chacón, I. Mª (2012). Factores afectivos e identidad en el aprendizaje de la matemática escolar, RELME 26, XXVI Reunión Latinoamericana de Matemática Educativa, Comité Latinoamericano de Matemática Educativa- Clame Pontificia Católica Universidad de Minas Gerais (PUC Minas), Brasil, 23 al 28 de julio de 2012.

2012- Forgasz, H.; Leder, G. & Gómez-Chacón, I. Mª (2012). Young Pedestrians’ gendering of mathematics: Australia and Spain. IN Jaguthsing Dindyal, Lu Pien Chen, Swee Fong Ng,(Eds). Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia: ‘Mathematics education: Expanding horizons’ (pp. 298-305), Adelaide, SA, Australia MERGA. ISBN: 9789810725273.

2012- Souto-Rubio, B., y Gómez-Chacón, I. M. (2012). «Ways of looking» at quotient spaces in Linear Algebra. How to go beyond the modern definition? En T.-Y. Tso (Ed.), Proceedings of the 36th International Conference for the Psychology of Mathematics Education (Vol. 4, pp. 115-123). Presentado en International Conference for the Psychology of Mathematics Education, Taipei,Taiwan. ISSN 0771-100X.

2011- Gómez-Chacón, I. Mª, García-Madruga, J. A; Rodríguez, R. José Óscar Vila, J, Elosúa, Mª: R. Mathematical beliefs and cognitive reflection: Do they predict academic achievement? In Roesken, B. & Casper, M. (Eds.) (2011). Current State of Research on Mathematical Beliefs. XVII Proceedings of the MAVI-17 Conference Sept. 17 – 20, in Bochum, Germany.

2011- Gómez-Chacón, I. Mª (2011) Beliefs and strategies of identity in Mathematical Learning In Roesken, B. & Casper, M. (Eds.) (2011). Current State of Research on Mathematical Beliefs. XVII Proceedings of the MAVI-17 Conference Sept. 17 – 20, in Bochum, Germany.

2010 Gómez-Chacón, I. Mª & Kuzniak, A. (2010). The geometric work spaces of future teachers in the context of technological and professional knowledge. Proceedings of French-Cypriot Symposium Mathematical Working Space. Université de Paris 7 Diderot, Paris, pp. 97-112.

2010 – Frade, C. Roesken, B. Hannula, M. Goldin, G. Toerner, G.; Brown, T. Meira, L. Krzywacki, H. y Gómez-Chacón, I. Mª (2010). Identity and affect in the context of teachers’ professional development. In Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, Belo Horizonte, Brazil: PME.

2010- Souto, B., y Gómez-Chacón, I. M. (2010). Comprensión Visual y Concepto deIntegral en la Enseñanza Universitaria. En Á. Contreras y L. Ordóñez (Eds.), Jornadas de investigación en Didáctica del Análisis Matemático (pp. 80-94). Presentado en Jornadas del grupo de Didáctica del Análisis Matemático de la SEIEM (Sociedad Española de Investigación en Educación Matemática), Baeza. (ISBN: 978-84-8439-533-1).

2010- Gómez-Chacón, I. Mª (2010). The local and the global affective structures in mathematics learnig and the construction of professional identity. In Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, 272-277. Belo Horizonte, Brazil: PME.

2009- Souto, B., y Gómez-Chacón, I. M. (2009). How to prepare students for a successful first year at university: an experience in visualization. En M. Tzekaki, M. Kaldrimidou, y H. Sakonidis (Eds.), Proceedings of the 33th International Conference for the Psychology of Mathematics Education (Vol. 5, p. 495). Presentado en 33th International Conference for the Psychology of Mathematics Education, Thessaloniki, Greece. (ISBN 978-960-243-657-8).

2009- Frade, C., y Gómez-Chacón, I. Mª (2009). Researching Identity and Affect in Mathematics Education. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis (Eds.), Proc.of the 33rd Conference of the IGPME (Vol. 1, p. 376). Thessaloniki, Greece: PME.

2008- Gómez-Chacón, I. Mª (2008). Mathématiques et technologies. Apprentissage du professeur et stratégies de formation. Section : Autour de la formation des enseignants, In C. Ouvrier-Buffet & M.-J. Perrin-Glorian (éd.) Approches plurielles en didactique des mathèmatiques. Apprendre à faire des mathèmatiques du primaire au supérieur : quoi de neuf ? Actes colloque DIDIREM, pp. 344-351. Laboratoire de Didactique André Revuz (LDAR) Université Paris Diderot-Paris 7.

2008 Gómez-Chacón, I. Mª and Haines, C. (2008) Students’ attitudes to mathematics and technology. Comparative study between the United Kingdom and Spain. In ICME-11, 11th International Congress on Mathematical Education. (http://tsg.icme11.org/tsg/show/31).

2008 Gómez-Chacón, I. Mª. & Joglar, N. (2008). Escenarios multimedia para aprender a enseñar matemáticas con nuevas tecnologías. Estudio de casos. Actas V Congreso Iberoamericano de Docencia Universitaria. Universidad Politécnica de Valencia.

2006 Hannula, M.; Gómez-Chacón, I. Mª; Philippou, G.; Schloglamamn, W. (2006) Affect and mathematics thinking. Role of beliefs, emotions, and the affective factors. In M: M.Bosh y otros (ed.) Proceedings of CERME 4: Third Conference of the European Societiy for Research in Mathematics Education, Spain. (pp. 165-173). Cataluña: European Society for Reseach in Mathematics Education. ISBN: 84-611-3282-3.

2006 Gómez-Chacón, I. Mª. (2006) Affect, mathematical Thinking and Intercultural learning; A Study on Educational practice In M: M.Bosh y otros (ed.) Proceedings of CERME 4: Third Conference of the European Societiy for Research in Mathematics Education, Spain (pp. 194-204 ). Cataluña: European Society for Reseach in Mathematics Education. ISBN: 84-611-3282-3.

2004 Gómez-Chacón, I. Mª. y Figueiral, L 2004, Emotion and Affect in
Mathematical Education. Exploring a Theoretical Framework of Interpretation, Proceedings 28th International Conference of the International Group for the Psychology of Mathematics Education, PME28 in Bergen, Norway 14 – 18 July.

2000 “La educación para la ciudadanía en el ano mundial de las matematicas”(Education for citizenship in World year of Mathematics) Talk presented to the Seminar “Education a la citoyennete europeenne in milieu scolaire”, organised by “Education for an Interdependent World”. Brussels, 27th and 28th October 2000.

2000 “Construir la ciudadania plural para un mundo en cambio. Retos a la formacion del profesorado.”(To construct the plural citizenship of a changing world. Challenges for teacher training). Lecture given at the seminar “Education a la citoyennete europeenne in milieu scolaire”, organised by “Education for an Interdependent World”. Brussels, 27th and 28th October 2000.

1998-Affective dimension and social identity in mathematics. In Oliveras, M. L. and others (1998), Etnomathematics y Educacion matematica.Contruyendo un futuro equitativo.(Etnomathematics and Mathematical Education. Constructing an equitable future). CD Rom 967/98, Granada.

1995 Mathematics in the “Centro-Taller”. Looking for the connections between affective issues and the cultural influences in the mathematical learning. A paper presented at the 19th Annual Meeting of The International Group for the Psychology of Mathematics Education (PME) and published in Booklet Cultural Aspects in the Learning of Mathematics, Some Current Developments. PME 19, Recife, July 1995. p. 33-46.