Research works linked to the proyect

• Celi, V; Cogolludo, J.I.; Gil Clemente, E.; Lizasoain, I.; Millán Gasca, A. & Regoliosi, L. (2021). Addressing the issue of trust in elementary teachers’ maths-specific education: Anfomam project. In J. Novotná, H. Moraová (eds.) Broadening experiences  in elementary school mathematics, Proceedings, International Symposium Elementary Mathematics Teaching, pp. 139-147. Prague: Charles University Faculty of Education.
• Magrone, P., Martino, A., Millán Gasca, A., C.M. Naponiello, G. Neri, F. (2019). Un approccio umanistico all'iniziazione dei bambini al pensiero scientifico. In V. Carbone, G. Carrus, F. Pompeo (a cura di), Giornata della ricerca 2019 del dipartimento di scienze della formazione, 87-93. Roma: Università degli Studi Roma Tre
• Celi, V., Cogolludo, J. I., Gil Clemente, E., Lizasoain, I., Millán Gasca, A., Moler, J. I., Regoliosi, L. (2019). Addressing the issue of trust in elementary teachers's maths-specific education: Anfomam project. In J. Novotná, H. Moraová (eds.) Opportunities in Learning and Teaching Elementary Mathematics, Proceedings, International Symposium Elementary Mathematics Teaching, pp. 113-121. Prague: Charles University Faculty of Education.
• Millán Gasca, A., Neri, F. (2019). The role of stage presence in primary mathematics teachers'
  education. In D. Szarková, et al (eds.), Proccedings of the 18th Conference on Applied Mathematics (Aplimat 2019), pp. 829-835. Bratislava: Slovak University of Technology, Spektrum Stu.
• Catalán, R., Celi, V., Cogolludo, J.I., Gil Clemente, E., Lizasoain, I., Millán Gasca, A., Regoliosi, L. (2019). Learning from children to improve primary school teachers math-specific education. In D. Szarková et al (eds.), Proccedings of the 18th Conference on Applied Mathematics (Aplimat 2019), pp. 190-193. Bratislava: Slovak University of Technology, Spektrum Stu.
• Cogolludo,  J.I., García Catalán, R., Gil Clemente, E., Lizasoain,I., Millán Gasca, A. (2019). Aprender matemáticas. ¿Qué enseñan los niños con discapacidad intelectual a los maestros en formación? In Materiales e innovación educativa en la sociedad del conocimiento (12° Jornadas de Innovación docente e investigación educativa UZ 2018), pp.348-356. Zaragoza: Universidad de Zaragoza.
• Millán Gasca, A., Gil Clemente, E., Colella, I. (2017). Combining historical, foundational, and developmental insights to build children's first steps in mathematics. In Th. Dooley, Gh. Gueudet,
  (eds.) Proceedings of the Tenth Congress of the European Society for Research in Mathematics
  Education (CERME10), pp. 1877-1884. Dublin: DCU Institute of Education and ERME.
• Millán, A., Neri, F. (2017). Gesto, voce, drammaturgia: un laboratorio di didattica della matematica “in-corporata”. In S. Kanizsa (ed.) Oltre il fare. I laboratori nella formazione degli insegnanti, Reggio Emilia, Edizioni Junior-Bambini 2017 (part online), pp. 93-106.
• Millán Gasca, A., Mazzitelli, A., Neri, F., Spagnoletti Zeuli, E. (2017). Storia e racconto nella matematica della scuola primaria: basi didattiche e sequenza operativa. Annali online della Didattica e della Formazione Docente, 9(14), pp.209-239.
• Millán Gasca, A., Gil Clemente, E. (2016). Integrating history of mathematics with foundational contents in the education of prospective elementary teachers. In L. Radford et al (eds.), Proceedings of the 2016 ICME Satellite Meeting of the International Study Group on the Relations Between the History and Pedagogy of Mathematics, pp. 427-440. Montpellier: HPM and IREM de Montpellier.

Participation in congresses

• Learning from children to improve primary school teachers math-specific education communication in Aplimat 2019 (Bratislava).
• The role of stage presence in primary mathematics teachers' education communication in Aplimat 2019 (Bratislava).
• Addressing the issue of trust in elementary teachers's maths-specific education: Anfomam project communication in Symposium on Elementary Maths Teaching 2019 (Praga).
• Improving prospective teachers' education in mathematics by means of activities addressed to down syndrome children communication in "The world congress of the  International Association for the Scientific Study of Intellectual and Developmental Disabilities 2019"(Glasgow).
• Geometrical skills support the understanding of arithmetic in children with down syndrome communication in "The world congress of the  International Association for the Scientific Study of Intellectual and Developmental Disabilities 2019"(Glasgow).
• Inclusive education: Practical implications from new research using the example of learners with Down syndrome workshop in "The world congress of the  International Association for the Scientific Study of Intellectual and Developmental Disabilities 2019"(Glasgow).
• The project is presented in the "I Congreso Seminario Científico Internacional sobre Formación de Profesorado, Investigación y Justicia Social" (Universidad de Zaragoza).
• Mathematics workshops: Changing the perceptions of both in-service and prospective teachers with regard to mathematics communication in ICME-14 (Shangai)