Marta Molina

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Citations	5721	4351
h-index	28	23
i10-index	62	42

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María C. CañadasCatedrática de Universidad. Universidad de GranadaVerified email at ugr.es
José Luis Lupiáñez GómezProfesor de Didáctica de la Matemática, FQM193, Universidad de GranadaVerified email at ugr.es
Rafael Ramírez UclésProfesor de Didáctica de las Matemáticas (Univ. Granada)Verified email at ugr.es
Cristina Ayala-AltamiranoUniversidad de MálagaVerified email at uma.es
Jason UreñaUniversidad de Costa Rica, Universidad de GranadaVerified email at correo.ugr.es
Isidoro Segovia AlexProfesor de Didáctica de la Matemática, Universidad de GranadaVerified email at ugr.es
Aurora del RioProfesora Departmento de Algebra (UGR)Verified email at ugr.es
Luis RicoEmeritus Professor of Didactic of Mathematic, Research Group FQM193, University of Granada (Spain)Verified email at ugr.es
Pablo Flores MartínezProfesor Didáctica de la MatemáticaVerified email at ugr.es
Vega-Castro, D.Profesora de Matemáticas - Universidad de Panamá, Rep. PanamáVerified email at up.ac.pa
ELENA CASTRO-RODRIGUEZUNIVERSIDAD DE GRANADAVerified email at go.ugr.es
Jesús Gallardo RomeroDpto. De Didáctica de la Matemática, de las CCSS y de las CCEE. Universidad de MálagaVerified email at uma.es
Antonio Moreno VerdejoProfesor de Didáctica de las Matemática, Universidad de GranadaVerified email at ugr.es
Pedro GómezUniversidad de los AndesVerified email at uniandes.edu.co
Rafael RoaUniversidad de GranadaVerified email at ugr.es
Juan Francisco Ruiz-HidalgoProfesor de Didáctica de la Matemática, FQM193, Universidad de GranadaVerified email at ugr.es
luis RICO ROMEROEmeritus Professor of Didactic of Mathematics, University of Granada (Spain)Verified email at go.ugr.es
JLMFull Professor, Hydraulics, University of SalamancaVerified email at usal.es
María Teresa Gonzalez AstudilloUniversity of SalamancaVerified email at usal.es

Marta Molina

Universidad de Salamanca

Verified email at usal.es

Mathematics Education algebraic thinking design research problem posing and solving ELLs


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Prevalence of SARS-CoV-2 in Spain (ENE-COVID): a nationwide, population-based seroepidemiological study M Pollán, B Pérez-Gómez, R Pastor-Barriuso, J Oteo, MA Hernán, ... The Lancet 396 (10250), 535-544, 2020	2005	2020
Timing of surgery following SARS-CoV-2 infection: an international prospective cohort study COVIDSurg Collaborative Anaesthesia 76 (6), 748-758, 2021	550*	2021
Un acercamiento a la investigación de diseño a través de los experimentos de enseñanza M Molina, E Castro, JL Molina, E Castro Enseñanza de las Ciencias 29 (1), 75-88, 2011	395	2011
Desarrollo de pensamiento relacional y comprensión del signo igual por alumnos de tercero de Educación Primaria M Molina Unpublished doctoral dissertation, University of Granada, Spain, 2006	216	2006
Una propuesta de cambio curricular: integración del pensamiento algebraico en educación primaria M Molina PNA 3(3), 135-156, 2009	163	2009
Materiales y recursos en el aula de matemáticas P Flores Martínez, JL Lupiáñez Gómez, L Berenger, A Marín, ...	153	2011
ENE-COVID Study Group Prevalence of SARS-CoV-2 in Spain (ENE-COVID): a nationwide, population-based seroepidemiological study M Pollán, B Pérez-Gómez, R Pastor-Barriuso, J Oteo, MA Hernán, ... Lancet 396 (10250), 535-544, 2020	115	2020
Análisis Didáctico en Educación Matemática L Rico, JL Lupiáñez, M Molina	114	2013
El razonamiento inductivo como generador de conocimiento matemático E Castro, MC Cañadas, M Molina Uno 54 (1), 55-67, 2010	110	2010
From an operational to a relational conception of the equal sign. Thirds graders’ developing algebraic thinking. M Molina, R Ambrose Focus on learning problems in mathematics 30 (1), 61-80, 2008	110	2008
Una aproximación al marco conceptual y principales antecedentes del pensamiento funcional en las primeras edades MC Cañadas, M Molina Investigación en Educación Matemática. Homenaje a Luis Rico, 209-218, 2016	92	2016
What is that equal sign doing in the middle?: Fostering relational thinking while negotiating the meaning of the equal sign M Molina, R Ambrose Teaching children mathematics, 2006	79*	2006
Elementary students understanding of the equal sign in number sentences M Molina, E Castro, E Castro Electronic Journal of Research in Educational Psychology 17 (7(1)), 341-368, 2009	75	2009
Uso de representaciones y patrones por alumnos de quinto de educación primaria en una tarea de generalización E Merino Cortés, MC Cañadas Santiago, M Molina González Edma 0-6: Educación Matemática en la Infancia, 2013	71	2013
SARS‐CoV‐2 infection and venous thromboembolism after surgery: an international prospective cohort study COVIDSurg Collaborative, GlobalSurg Collaborative, D Nepogodiev, ... Anaesthesia 77 (1), 28-39, 2022	58	2022
Teaching experiments within design research M Molina, E Castro, E Castro The International Journal of Interdisciplinary Social Sciences 2 (4), 435-440, 2007	52	2007
Secondary school students’ errors in the translation of algebraic statements M Molina, S Rodríguez-Domingo, MC Cañadas, E Castro International Journal of Science and Mathematics Education 15, 1137-1156, 2017	47	2017
Elementary school students approaches to solving true/false number sentences M Molina, E Castro, J Mason PNA 2 (2), 75-86, 2008	47	2008
Enriching Arithmetic Learning by Promoting Relational Thinking. M Molina, E Castro, R Ambrose International Journal of Learning 12 (5), 2005	46	2005
Pensamiento funcional mostrado por estudiantes de Educación Infantil EC Martínez, MCC Santiago, M Molina Edma 0-6: Educación Matemática en la Infancia 6 (2), 1-13, 2017	43	2017

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