ALEJANDRO GONZÁLEZ-MARTÍN

Professeur agrégé
Diplômes : Licence en mathématique (Université de La Laguna, Espagne), Ph.D. didactique des mathématiques (Université de La Laguna, Espagne)

PUBLICATIONS RÉCENTES

Ouvrages et chapitres de livres

GONZÁLEZ-MARTÍN,, A.S. (2012). Quatre points autour de la formation mathématique des enseignants de mathématiques au secondaire, dans J. Proulx, C. Corriveau & H. Squally (Eds.) Formation mathématique pour l’enseignement des mathématiques: pratiques, orientations et recherches (pp. 81-90), Presses de l’Université du Québec, Québec.

Seffah, R. & GONZÁLEZ-MARTÍN, A.S. (2012). Applications et représentations du concept de somme infinie dans les manuels scolaires du collégial. In F. Hitt & C. Cortés (Eds.), Formation à la recherche en didactique des mathématiques (pp. 297-305). Québec : Loze-Dion éditeur.


Articles de périodiques

GONZÁLEZ-MARTÍN,, A.S. & Giraldo, V. (soumis). The introduction of real numbers in secondary education. An example with Brazilian textbooks. Research in Mathematics Education (15 pages).

Hitt, F. &GONZÁLEZ-MARTÍN,, A.S. (soumis). Collaborative learning, scientific debate and self-reflection (ACODESA methodology) with secondary school students in a modeling process to develop covariation as a prerequisite for the concept of function. Educational Studies in Mathematics (30 pages).

GONZÁLEZ-MARTIN, A.S., Nardi, E. & Biza, I. (2011). Conceptually-driven and visually-rich tasks in texts and teaching practice: the case of infinite series, International Journal of Mathematical Education in Science and Technology, 42 (5), pp. 565-589.

Biza, I., Nardi, E. & GONZÁLEZ-MARTÍN, A. S. (2009). Introducing the concept of infinite series: Preliminary analyses of curriculum content and pedagogical practice, Research in Mathematics Education, 11 (2), pp. 185-186.

GONZÁLEZ-MARTÍN, A. S. (2009). Dimensión histórico-epistemológica de la integral impropia como guía para nuevas prácticas de enseñanza [Historic-epistemologic dimension of the improper integral as a guide for new teaching practises], Boletim do Grupo de Estudos e Pesquisas em Educação Matemática (GEPEM), 54, pp. 53-75, ISSN 0104-9739.

Actes de congrès

GONZÁLEZ-MARTIN, A.S., Giraldo, V. & Souto, A. (2011). Representations and taks involving real numbers in school textbooks. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME35). Ankara (Turkey), vol. 2, pp. 449-456, ISBN : 978-975-429-262-6.

Nardi, E., GONZÁLEZ-MARTIN A.S., Gueudet, G., Iannone, P. & Winslow, C. (2011). Introduction to the papers of WG14: University mathematics education. Proceedings of the 7th Congress of the European Society for Research in Mathematics Education (CERME7). Rzeszów (Poland), pp. 1923-1927.

Nardi, E., Iannone, P., Biza, I., Giraldo, V., GONZÁLEZ-MARTIN, A.S., Gueudet, G., Pinto, M. & Winslow, C. (2011). Exploring the transition to and within university mathematics from different perspectives. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME35). Ankara (Turkey), vol. 1, p. 170, ISBN : 978-975-429-262-6.

Seffah, R. & GONZÁLEZ-MARTIN, A.S. (2011). The concept of series in undergraduate textbooks: tasks and representations. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME35). Ankara (Turkey), vol. 4, pp. 137-144, ISBN : 978-975-429-262-6.

Seffah, R. & GONZÁLEZ-MARTIN, A.S. (2011). The concept of series in textbooks and in teaching practices. Actes de la 63e rencontre de la Commission Internationale pour l’Étude et l’Amélioration de l’Enseignement des Mathématiques (CIEAEM63). Barcelona (Spain) (4 pages).

Seffah, R. & GONZÁLEZ-MARTIN A.S. (2011). Applications et représentations du concept de somme infinie dans les manuels scolaires du collégial. Colloque en didactique des mathématiques – Formation à la recherche en didactique des maths. CD-format (13 pages). UQÀM.

Giraldo, V., GONZÁLEZ-MARTÍN, A.S. & Souto, A. (2010). Uma análise da introdução do conceito de número real em livros didácticos, V Colóquio de História e Tecnologia no Ensino da Matemática (HTEM V), CD-format (10 pages).

Giraldo, V., GONZÁLEZ-MARTIN A.S. & Souto, A. (2010). An analysis of the approach for the concept of real number in school textbooks, Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (PME34), vol. 2, pag. 38, ISSN: 0771-100X.

GONZÁLEZ-MARTÍN,, A.S. (2010). The concept of series: teachers’ conceptions and teaching practices, Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (PME34), vol. 3, pp. 33-40, ISSN: 0771-100X.

Souto, A., Giraldo, V. & GONZÁLEZ-MARTÍN, A.S. (2010). Análise do conceito número reais em livros didácticos da educação básica no Brasil, V Encontro Estadual de Educação Matemática do Rio de Janeiro (V EEMAT), Sociedade Brasileira de Educação Matemática, format électronique (10 pages), ISBN 978-85-60253-6.

Giraldo, V., GONZÁLEZ-MARTÍN, A. S. & Santos, F. (2009). An analysis of the introduction of the notion of continuity in undergraduate textbooks in Brazil, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33) , vol. 3, pp. 81-88, ISBN: 978-960-243-655-4.

GONZÁLEZ-MARTÍN, A. S. (2009). L’introduction du concept de somme infinie: une première approche à travers l’analyse de manuels [The introduction of the concept of infinite sum : a first approach through the analysis of textbooks]. Actes de la Rencontre Espace Mathématique Francophone 2009 (EMF 2009), Dakar (Sénégal).

GONZÁLEZ-MARTÍN, A. S. (2009). The didactic dimensión of advanced mathematical concepts. An example with series. In Proceedings of the 2009 Meeting of the Canadian Mathematics Education Study Group (CMESG). York (Ontario), Canada (8 pages).

GONZÁLEZ-MARTÍN A. S., Seffah, R. & Nardi, E. (2009). The concept of series in textbooks: a meaningful introduction?, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33), vol. 3, pp. 105-112, ISBN: 978-960-243-655-4.

GONZÁLEZ-MARTÍN, A. S., Seffah, R., Nardi, E. & Biza, I. (2009). The understanding of series: the didactic dimension, 61ème Commission Internationale pour l’Étude et l’Amélioration de l’Enseignement des Mathématiques (CIEAEM61), Montréal (Canada) – 6 pages (to appear).

Nardi, E., Biza, I. & González-Martín, A. S. (2009). Introducing the concept of infinite series: the role of visualisation and exemplification, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33), vol. 4, pp. 193-200, ISBN: 978-960-243-656-1.

Nardi, E., Iannone, P., Biza, I., Giraldo, V., GONZÁLEZ-MARTÍN, A. S. & Pinto, M. (2009). The role of theory in university-level mathematics education research, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33), vol. 1, pag. 298, ISBN: 978-960-243-653-0.

GONZÁLEZ-MARTÍN, A.S. (2008). The concept of infinite sum. A first review of textbooks, Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education (PME32), Morelia (Mexico), vol. 1, p. 200, ISBN 978-968-9020-06-6.

GONZÁLEZ-MARTÍN A.S. et Correia de Sá, C. (2008). La dimensión epistemológica de la integral impropia en el diseño de secuencias de enseñanza, 4th Workshop on History and Technology in the Teaching of Mathematics (HTEM4), Rio de Janeiro (Brazil), CD-format, ISBN: 978-85-61545-02-4, 8 pages.

GONZÁLEZ-MARTÍN, A.S., Hitt, F. et Morasse, C. (2008). The introduction of the graphic representation of functions through the concept of co-variation and spontaneous representations. A case study, Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education (PME32), Morelia (Mexico), vol. 3, pp. 89-96, ISBN 978-968-9020-06-6.

Nardi, E., Biza, I. et GONZÁLEZ-MARTÍN, A.S. (2008). Introducing the concept of infinite sum: Preliminary analyses of curriculum content. In M. Joubert (Ed.), Proc. Of the British Society for Research into Learning Mathematics (Vol. 28(3), pp. 84-89). London.

Nardi, E., Iannone, P., Biza, I., GONZÁLEZ-MARTÍN, A.S. et Pinto, M. (2008). Shitfs in generating pedagogical theory in university level mathematics education research, Proceedings of the 32nd Conference of the International Group for the Psychology of Mathematics Education (PME32), Morelia (Mexico), vol. 1, p. 262, ISBN 978-968-9020-06-6.

GONZÁLEZ-MARTÍN, A.S. et Sá, C. (2008). Use of epistemology to teach the concept of improper integral, History and Epistemology in Mathematics Education: Proceedings of the 5th European Summer University (ESU-5), Barbin, E., Stehlikova, N. & Tzanakis, C. (eds.), Vydavatelsky Press, Prague (Czech Republic), p. 211-223, ISBN 978-8086843-19-3.

GONZÁLEZ-MARTÍN, A.S. (2007). A first approach to the teaching of series. Some results in Canada and UK, 59 Commission Internationale pour l’Étude et l’Amélioration de l’Enseignement des Mathématiques (CIEAEM59), Dobogókô (Hungary), 4 pages.

GONZÁLEZ-MARTÍN, A.S. (2007). Une nouvelle perspective pour la légitimation du registre graphique. Un exemple avec des intégrales impropres, Actes de la Rencontre du Groupe de Didactique des Mathématiques du Québec 2007 (GDM-2007), Rimouski, pp. 157-167.

Prix et distinctions

Récipiendaire du Prix d’excellence en enseignement de la Faculté des Sciences de l’Éducation – 2011.

Récipiendaire du Prix d’excellence en enseignement pour les nouveaux professeurs de l’Université de Montréal 2009.

Invité par le Gouvernement des Îles Canaries (Espagne) à assister à la rencontre de chercheurs canariens à l’extérieur dans la Semaine Canarienne de la Science et de la Technologie (16-20 novembre 2006).