Triângulos, jogos e emoções

Katrancı, Y., & Şengül, S. (2019). The Relationship Between Middle School Students’ Attitudes Towards Mathematical Problem-Posing, Attitudes Towards Mathematical Problem-Solving, and Attitudes Towards Mathematics. Education and Science, 44(197), 1- 24.

Malaspina, U. (2018). La invención de juegos, en el marco de la creación de problemas de matemáticas. Conferencia plenaria en IX CIEM. En Gaita, C.; Flores, J.; Ugarte, F. y Quintanilla, C. (Eds). Actas del IX Congreso Internacional sobre Enseñanza de las Matemáticas, pp. 3-9. Fondo Editorial

de la Universidad Nacional de Huancavelica. http://irem.pucp.edu.pe/wp-content/uploads/2019/06/Actas-IX-CIEM-_-2018-IXCongreso-Intenacional-sobre-Ense%C3%B1anaza-de-lasMatem%C3%A1ticas..pdf

Malaspina, U. & Malaspina, M. (2018). Stimulus of probabilistic thinking by engaging children and primary teachers in game invention. En E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds) Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 108). Umeä, Sweden: PME.

Malaspina, U., & Malaspina, M. (2017). Development of mathematical thinking in children by means of game invention. En Morska, J.,& Rogerson,A. Proceedings of the 14th International Conference: Challenges in Mathematics Education for the Next Decade, Balatonfüred, Hungary (pp 229-234)