Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)

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Systematic review on the use of virtual and physical manipulatives by primary school teachers
(Elsevier, 2025-11-07) Ochugboju, Angela Ogbugwa; Díez Palomar, Francisco Javier
This study examines the use of virtual and physical manipulatives in mathematics instruction among primary school educators. The research adheres to a predetermined set of guidelines to systematically explore, select, evaluate, extract, and amalgamate information from 105 scientific sources. It employs a narrative methodology to elucidate and analyze the results. The findings revealed that educators utilise a variety of virtual and tangible manipulatives, including software, blocks, strips, tiles, and other resources, to instruct students in diverse mathematical concepts and skills. Educators employ these manipulatives for a range of educational purposes, including but not limited to introducing and reinforcing learning concepts, facilitating inquiry and discovery, and promoting problem-solving and reasoning abilities. Both virtual and physical manipulatives present advantages as well as challenges in the context of primary education. Implementing these strategies can enhance students' academic experiences, including their motivation, engagement, interest, understanding, fluency, communication, collaboration, and reflection. However, acquiring the necessary skills and resources, such as technical, pedagogical, or practical expertise, may pose challenges regarding availability and accessibility. Additionally, students may face cognitive, affective, or behavioural difficulties or potential hazards. The use of virtual and physical manipulatives is influenced by teacher education and professional development initiatives, which provide educators with knowledge, opportunities, and the empowerment to proficiently utilise both types of manipulatives within their teaching methodologies.
Development of didactic analysis and intervention competency among teachers of Brazilian Basic Education
(Universidade Luterana do Brasil, 2025) Abreu Silva, Roger de; Breda, Adriana; Felicetti, Vera Lucia; Gibert, Rosario del Pilar
Background: Competency-based education has become an international trend, highlighting the need to train teachers in the field of professional competencies. Objective: To analyse the level of the didactic analysis and intervention competency developed by third-grade elementary school teachers. Design: Qualitative descriptive-interpretative research. Setting and participants: Two third-grade elementary school teachers from the municipality of Canoas, RS, Brazil, participants in a continuing education cycle focused on the four operations with natural numbers, based on the competencies and didactic-mathematical knowledge model of the onto-semiotic approach. Data collection and analysis: Discursive textual analysis using a priori categories grounded in the didactic suitability criteria and in the levels of development of the didactic analysis and intervention competency. The analysis was carried out through classroom observations and records of the participants before and during the training cycle. Results: The findings indicate a significant improvement in the participants’ didactic analysis and intervention competency, as evidenced by advances in their teaching practices, with clearer explanations adapted to students’ levels and supported by strategies such as mental calculations and symbolic representations. The training also encouraged the use of concrete materials and visual resources, fostering interaction between peers, collaboration, and student autonomy. In addition, the teachers reached higher levels of critical reflection on lesson planning, enhancing their practices through the didactic suitability criteria. Conclusions: Continuing professional development of teachers proved essential for strengthening their competencies, underscoring the need to expand and sustain such formative initiatives to ensure pedagogical practices align with the demands of contemporary education.
Effects of captioned video on L2 speech segmentation in intermediate learners of Spanish
(University of Hawai'i Press, 2025-10-01) Montero Pérez, Maribel; Pattemore, Anastasia
Studies into the role of audiovisual input and captions (i.e., subtitles in the same language as the audio) for L2 learning have shown that such input can positively influence L2 learners’ acquisition of lexical items. Few studies have explored the effects of captioning on learners’ capacity to segment the speech stream. This study investigates the effects of watching an episode of a Spanish TV-series (72 minutes) on speech segmentation among 37 (low-)intermediate L2 learners of Spanish in a captioned (n = 12), uncaptioned (n = 14), and control (n = 11) group. One week before the treatment, participants completed the LexTALE-ESP vocabulary size test. They also took a pretest-posttest shadowing task, which measures learners’ ability to repeat back sentences. It included 20 treatment, 20 related (i.e., from the same TV-series as the treatment), and 20 unrelated (i.e., another TV-series) sentences presented in auditory or audiovisual input mode. Linear mixed-effects models revealed that watching video contributed to learners’ speech segmentation, irrespective of captioning presence. Shadowing task performance improved significantly on treatment and related but not on unrelated sentences. In addition, shadowing task performance was positively influenced by learners’ vocabulary size. Input mode of the shadowing sentences did not influence posttest performance.
Towards a graded lexical inventory of multi-word combinations: the distribution of collocations across Spanish CEFR levels
(John Benjamins, 2024-02-26) Cuberos Vicente, Rocío; Rosado, Elisa; Mañas Navarrete, Iban
Collocations have become increasingly important in our understanding of foreign language learning. When it comes to setting vocabulary learning goals, concerns about how to address collocations still arise today. This article explores the distribution of collocations in L1 and L2 Spanish production with the ultimate goal of informing the design of graded lexical inventories of multi-word combinations. To do so, we explore three defining properties of collocations in L1 and L2 production data, and across different levels of L2 proficiency: syntactic structure, semantic transparency, and the strength of association. Results indicate that there is an increase of collocational density and diversity, but that isolated features of collocations fail to predict L2 proficiency. Findings suggest the need to evaluate collocation use at a high level of granularity.
Linguistic indicators of quality in analytical texts: developmental changes and sensitivity to pedagogical work
(Taylor & Francis, 2021-02-01) Aparici Aznar, Melina; Cuberos Vicente, Rocío; Salas, Naymé; Rosado, Elisa
Mastering analytical writing involves the proficient use of varied later-acquired grammatical, lexical and discourse forms and functions. Developmental studies have identified specific linguistic features as diagnostic of increasing proficiency. This study examines how these features change throughout educational levels and before and after the implementation of a set of classroom activities aimed at homogenizing participants’ pedagogical input while raising their awareness of analytical texts’ main functions. Two hundred and twelve Spanish speakers from primary, secondary and university levels participate in the study, each producing two analytical texts. The corpus consists of 424 texts produced on the same topic. Results indicate that not all the features pertaining to the same domain show identical changes across educational levels or are identically sensitive to pedagogical work. Productivity measures increase with educational level and after pedagogical work, except for university students. Most lexical, syntactic and discourse-level measures improve with educational level, though their sensitivity to pedagogical work is not straightforward. Findings suggest the need to evaluate writing quality at a high level of granularity.
Características del conocimiento matemático de futuros profesores del Ecuador al desarrollar tareas basadas en prácticas Etnomatemáticas
(Comité Latinoamericano de Matemática Educativa, 2025) Breda, Adriana; Sala Sebastià, Gemma; Calle, Eulalia; Abreu Silva, Roger de
Este trabajo tiene como objetivo inferir características del conocimiento matemático de futuros profesores de matemáticas del Ecuador al desarrollar tareas basadas en prácticas etnomatemáticas locales. En primer lugar, se identificaron las prácticas etnomatemáticas contempladas por los participantes, 48 futuros profesores de matemáticas, estudiantes de la asignatura de Etnomatemática de una universidad pública ecuatoriana. En segundo lugar, se identificaron aspectos de sus conocimientos matemáticos cuándo explicaban las prácticas etnomatemáticas investigadas en sus informes de trabajo final de la asignatura. Los resultados indican que los futuros profesores contemplan prácticas etnomatemáticas relacionadas, sobre todo, con actividades profesionales locales y presentan carencias en las características del conocimiento matemático. Desde una perspectiva de futuro, se considera relevante incorporar en la formación de los futuros docentes, además de elementos relacionados con los conocimientos matemáticos, una mejor formación en la perspectiva de la Etnomatemática.
El perfil melódico de los enunciados declarativos e interrogativos del español hablado por suecos
(Consejo Superior de Investigaciones Científicas (CSIC), 2025-09-30) Martorell Morales, Laura; Font Rotchés, Dolors
Los enunciados declarativos e interrogativos del español hablado por suecos tienden a producirse como suspendidos y generalmente carecen de la variación melódica del español. El objetivo de este estudio es describir y comparar sus rasgos melódicos para determinar si se producen de distinta manera para diferenciar su función comunicativa en la interlengua. Analizamos un corpus de 180 enunciados (108 declarativos y 74 interrogativos absolutos) del habla espontánea de 45 hablantes nativos de sueco y de español LE con nivel intermedio, usando el método Análisis Melódico del Habla (AMH). Los resultados muestran que hay diferencias significativas especialmente en la inflexión final, con más terminaciones planas o descendentes en los declarativos y más terminaciones ascendentes en los interrogativos; aunque en ambos casos se producen con rasgos melódicos de la entonación suspendida en español. También se detectan ascensos más marcados en las inflexiones tonales del cuerpo de los interrogativos.
Criteria Used by Teachers of Non-Mathematical Subjects to Assess an Interdisciplinary Task That Includes Mathematics
(MDPI, 2025-09-25) Falcó Solsona, Pere Joan; Sala Sebastià, Gemma; Breda, Adriana; Font Moll, Vicenç
This study analyses the criteria teachers from different non-mathematical subjects use to assess an interdisciplinary learning situation that includes mathematical content. Their relationship with the didactic suitability criteria of the onto-semiotic approach is explored. An interdisciplinary learning situation was designed and implemented to promote the use of inquiry and mathematical modelling within a realistic historical-archaeological context, integrating content from the subjects of social sciences, natural sciences, and technology. After its implementation, a reflection session was held with the participating teachers of subjects other than mathematics to observe what criteria guided their assessment of the implementation. The results show that most of the criteria used by the teachers can be reinterpreted as several components of the didactic suitability criteria. Elements characteristic of interdisciplinary learning situations that are not currently included in those criteria were also identified. These findings open up the possibility of enriching and adapting the didactic suitability framework so as to fully address the challenges and potential of interdisciplinary proposals that include mathematics from an integrated perspective
Narrative-driven digital gamification for motivation and presence: preservice teachers' experiences in a Science education course
(MDPI, 2025-09-14) Jiménez Valverde, Gregorio; Fabré Mitjans, Noëlle; Guimerà Ballesta, Gerard
This mixed-methods study investigated how a personalized, narrative-integrated digital gamification framework (with FantasyClass) was associated with motivation and presence among preservice elementary teachers in a science education course. The intervention combined HEXAD-informed personalization (aligning game elements with player types) with a branching storyworld, teacher-directed AI-generated narrative emails, and multimodal cues (visuals, music, scent) to scaffold presence alongside autonomy, competence, and relatedness. Thirty-four students participated in a one-group posttest design, completing an adapted 21-item PENS questionnaire and responding to two open-ended prompts. Results, which are exploratory and not intended for broad generalization or causal inference, indicated high self-reported competence and autonomy, positive but more variable relatedness, and strong presence/immersion. Subscale correlations showed that Competence covaried with Autonomy and Relatedness, while Presence/Immersion was positively associated with all other subscales, suggesting that presence may act as a motivational conduit. Thematic analysis portrayed students as active decision-makers within the narrative, linking consequential choices, visible progress, and team-based goals to agency, effectiveness, and social connection. Additional themes included coherence and organization, fun and enjoyment, novelty, extrinsic incentives, and perceived professional transferability. Overall, findings suggest that narrative presence, when coupled with player-aligned game elements, can foster engagement and motivation in STEM-oriented teacher education.
Conectividad causal en el discurso: Hacia una caracterización global de las construcciones causales en español
(Pontificia Universidad Católica de Valparaíso, 2022-12-01) González Manzanero, Remei, 1990-; Rosado, Elisa
En este artículo se presenta una propuesta de clasificación de las construcciones causales y la conectividad causal entre cláusulas y segmentos discursivos mayores. Tal clasificación es susceptible de ser empleada en estudios posteriores basados en corpus. Para ello, unificamos dos perspectivas y clasificaciones de análisis: a) la distinción, en la tradición hispánica, entre causales del enunciado y de la enunciación y b) la distinción, desde el marco teórico de la coherencia relacional, entre causales semánticas y pragmáticas (van Dijk, 1979; Sanders, 1997) y, en particular, entre causales de contenido, de acto de habla y epistémicas (Sweetser, 1990). Después de abordar su caracterización lingüística, consideramos dos tipos de construcciones, aquellas con verbos de dicción y de pensamiento en el segmento no causal y casos limítrofes que son pragmáticamente clasificables como causales de acto de habla y epistémicas. Atendemos, por una parte, a los conectores causales concibiéndolos como marcadores proposicionales (Cuenca, Marín, Romano & Porto, 2011); por otra parte, nos ocupamos de sistemas de estructuras causales de más de dos miembros relacionados. Finalmente, se apunta la necesidad de identificar los usos no canónicos de estructuras causales y de seguir explorando la expresión de la causalidad más allá de las construcciones bimembres.
Narrative Approaches in Science Education: From Conceptual Understanding to Applications in Chemistry and Gamification
(MDPI, 2025-08-08) Jiménez Valverde, Gregorio
Narrative methods are increasingly recognized in science teaching for their potential to deepen conceptual understanding and foster meaningful connections to scientific content. This review explores their educational significance by examining three main formats—historical narratives, realistic fiction, and science fiction or fantasy—highlighting how each can render complex scientific principles more accessible and memorable. Special attention is given to chemistry education, a field where abstract, multilevel concepts often pose significant challenges for students. Furthermore, the review explores the integration of narratives into gamified environments, examining how storytelling functions as both a motivational engine and a cognitive scaffold to support deeper learning in science. Finally, the review proposes directions for future research, underscoring the need for empirically grounded narrative resources that balance imaginative appeal with scientific accuracy across diverse educational settings.
La inteligencia artificial generativa en la enseñanza de lenguas: Nuevas posibilidades y competencias docentes
(Editorial Graó, 2025-06-26) Pujolà, Joan-Tomàs; González Argüello, Ma. Vicenta (María Vicenta)
La inteligencia artificial generativa estátransformando la enseñanza de lenguas en losprocesos de enseñanza al facilitar la planificacióndocente, el diseño de tareas y la evaluación. Permitepersonalizar materiales, fomentar el aprendizajebasado en tareas y mejorar la retroalimentación. Suimplementación requiere desarrollar competencias digitales específicasy promover un uso crítico y ético en el aula.
Modelos de Interacción en Entornos Virtuales de Aprendizaje
(Universidad de Murcia, 2010-07) García Asensio, Ma. Ángeles (María Ángeles); González Argüello, Ma. Vicenta (María Vicenta); Ramos Méndez, Carmen
Actualmente asistimos a la expansión de nuevas formas de interacción comunicativa, que la universidad contribuye a desarrollar con la implantación de los EVA. Con los EVA se fomenta un cambio metodológico que implica transformar la universidad de la enseñanza en la universidad del aprendizaje. Para ello se otorga a los estudiantes roles tradicionalmente desempeñados por el profesor, como el de creador y gestor de contenidos, y se fomenta el trabajo colaborativo con plataformas como Moodle.Está extendida la creencia de que los estudiantes, nativos digitales (Prensky, 2001) y usuarios de las redes sociales de comunicación, pueden adoptar estos roles porque transfieren habilidades comunicativas adquiridas en sus comportamientos cotidianos de interacción e intercambio de información digital a entornos virtuales de aprendizaje. La realidad es que los alumnos se sienten aún inmigrantes digitales en entornos académicos y fracasan en sus interacciones. Profesores y alumnos deben aún construir su sabiduría digital (Prensky, 2009).
Aspectos de integración multimodal en la prensa digital de tema jurídico y tema científico
(Universidad Complutense de Madrid, 2015) Polanco Martínez, Fernando; Yúfera Gómez, Irene
El paso de la prensa escrita a la prensa digital ha supuesto la posibilidad de dotar a las piezas informativas de una mayor multimodalidad, de manera que diversos modos semióticos concurren en la construcción del significado. En este trabajo queremos analizar en qué medida -y de qué manera- se establece la relación entre imágenes y textos en la prensa digital de especialidad de los ámbitos jurídico y científico; y si esta relación contribuye eficazmente en la cohesión multimodal de estas piezas informativas en tanto que complejos semánticos de carácter multimodal. Para ello, hemos aplicado el modelo intersemiótico propuesto por Martinec y Salway (2005) al análisis de la relación imagen-texto en 30 piezas informativas de la versión digital del periódico Abc. Con este modelo de análisis, queremos dar cuenta de esta relación en función del estatus que ocupan la imagen y el texto dentro de la pieza informativa en tanto que unidades semióticas en sí mismas y de la relación semántica entre ellas.
La tipología textual en la enseñanza de la lengua del derecho: consideraciones a partir de una experiencia docente
(Escola d'Administració Pública de Catalunya, 2012-12) Taranilla, Raquel, 1981-; Yúfera Gómez, Irene
En el ámbito de la didáctica del lenguaje del derecho, todavía se echan de menos estudios que reflexionen sobre contenidos y métodos docentes. Este artículo presenta algunas ideas y propuestas sobre la enseñanza del discurso jurídico en español que surgieron a partir de un taller celebrado en el seno de las Jornadas sobre la modernización del discurso jurídico español. En concreto, versa sobre la conveniencia de tratar específicamente la composición de textos argumentativos y narrativos, puesto que dominar las claves de esos dos tipos textuales es crucial en el ejercicio profesional del derecho. Este trabajo propone algunos aspectos sobre la construcción de argumentaciones y narraciones que se deberían abordar en el aula de discurso jurídico, así como diversas actividades diseñadas para tratar esos contenidos.
Reflections on addressing educational inequalities through the co-creation of a rubric for assessing children’s plurilingual and intercultural competence
(MDPI, 2025-06-16) Knight, Janine; Segura Mollà, Marta
Recognising linguistic diversity as a person’s characteristic is arguably central to their multilingual identity and is important as an equity issue. Different indicators suggest that students with migrant backgrounds, whose linguistic diversity is often not reflected in European education systems, tend to underperform compared to their peers without migrant backgrounds. There is a dire need, therefore, to alleviate the educational inequalities that negatively affect some of the most plurilingual students in European school systems. This can be carried out by revisiting assessment tools. Developing assessments to make children’s full linguistic and cultural repertoire visible, and what they can do with it, is one way that potential inequalities in school systems and assessment practices can be addressed so that cultural and linguistic responsiveness of assessments and practices can be improved. This paper explores the concept of discontinuities or mismatches between the assessment of plurilingual children’s linguistic practices in one primary school in Catalonia and their actual linguistic realities, including heritage languages. It asks: (1) What are the children’s linguistic profiles? (2) What mismatches and/or educational inequalities do they experience? and (3) How does the co-creation and use of a rubric assessing plurilingual and intercultural competence attempt to mitigate these mismatches and inequalities? Mismatches are identified using a context- and participant-relevant reflection tool, based on 18 reflective questions related to aspects of social justice. Results highlight that mismatches exist between children’s plurilingual and intercultural knowledge and skills compared to the school, education system, curriculum, and wider regional and European policy. These mismatches highlight two plurilingual visions for language education. The paper highlights how language assessment tools and practices can be made more culturally and linguistically fair for plurilingual children with migration backgrounds.
Digital Gamification to Foster Attitudes Toward Science in Early Childhood Teacher Education
(MDPI, 2025-06) Fabré Mitjans, Noëlle; Jiménez Valverde, Gregorio; Guimerà Ballesta, Gerard; Calafell, Genina
Integrating technology-enhanced gamification into teacher education can significantly foster motivation and reshape perceptions toward science learning. This mixed-methods case study explores how a 14-week course for preservice early childhood teachers, supported by the digital gamification platform FantasyClass and enriched with a cohesive narrative structure, impacted students’ motivation and attitudes towards science. The course featured structural gamification elements—such as experience points, digital collectibles, and team-based challenges—combined with immersive storytelling that contextualized scientific tasks within a fantasy adventure. Quantitative data from pre- and post-intervention surveys revealed statistically significant improvements in attitudes toward science and perceived teaching competence. Thematic analysis of qualitative feedback highlighted enhanced engagement, enjoyment, and relevance of science learning. These findings suggest that intelligent integration of gamified technologies and narrative design in science teacher initial training can address motivational barriers and foster positive emotional engagement. While context-specific, this study offers insights into how digital gamified learning environments can support the development of positive attitudes towards science among future early childhood educators.
Proporcionalidad y porcentajes en la Educación Básica: análisis y propuesta de mejora de una unidad didáctica
(Universidade Federal de São Carlos, 2024-10-13) Acedo Arzola, Gara; Breda, Adriana; Sánchez Brualla, Alicia; Rosário Lima, Valderez Marina do
Este trabajo tiene como objetivo describir y analizar la reflexión sistemática, realizada por una futura docente sobre su propia práctica, utilizando los Criterios de Idoneidad Didáctica al implementar, evaluar y rediseñar una unidad didáctica sobre proporcionalidad y porcentajes aplicada a un grupo de estudiantes de primer año de la Educación Secundaria Obligatoria española (11-12 años). El análisis cualitativo del caso indica que la evaluación de la unidad didáctica desarrollada por la futura docente es bastante equilibrada, ya que se basa en todos los componentes de los Criterios de Idoneidad Didáctica. En consecuencia, al otorgar peso al uso de los criterios en el rediseño de la unidad, la futura docente pone más énfasis en: a) el epistémico, en particular, creando estrategias para reducir posibles ambigüedades matemáticas; b) el cognitivo, mejorando el diagnóstico de conocimientos previos de los estudiantes, diseñando tareas de adecuación curricular a las necesidades individuales de los alumnos e incorporando el proceso de autoevaluación para lograr los aprendizajes pretendidos y; c) el mediacional, en particular, adecuando el uso del tiempo necesario para el desarrollo del proceso de enseñanza y aprendizaje en la resolución de tareas. Se concluye que este tipo de resultado se puede observar en otras investigaciones que versan sobre la reflexión que hace el docente sobre su propia práctica al utilizar la herramienta Criterios de Idoneidad Didáctica.
Prospective Teachers' Reflections on the Inclusion of Mathematical Modelling During the Transition Period Between the Face-to-Face and Virtual Teaching Contexts
(Springer Verlag, 2024) Ledezma, Carlos; Breda, Adriana; Font Moll, Vicenç
Research in mathematics education highlights the importance of including modelling for the teaching of this subject. In 2020, this trend coexisted with a grave contingency situation caused by the COVID-19 pandemic but which, despite its negative aspects, provided a realistic and authentic context for modelling. Given this situation, it is relevant to study which aspects of the teaching and learning process prospective teachers related to mathematical modelling in their reflections on its inclusion during the transition period between the face-to-face and virtual teaching contexts. To this end, we used the didactic suitability criteria construct, proposed by the onto-semiotic approach, as a theoretical reference. This is qualitative research of a naturalistic type, since we did not interfere in the Master’s Programme in Mathematics Teacher Education studied. We conducted a content analysis on 122 master’s degree final projects written during the 2019–2020 course and implemented during the COVID-19 pandemic. We highlight the following results: (a) about 40% of the prospective teachers stated that they implemented modelling in their didactic units and reflected on its inclusion; (b) in their reflections, the prospective teachers positively assessed the inclusion of modelling mainly based on the epistemic, affective and ecological suitability criteria; and (c) 60% of the prospective teachers did not implement modelling, and we rule out that it was due to a lack of knowledge about this process or of a favourable context for modelling, but because they prioritised other aspects of the mathematical teaching and learning process, given the grave contingency situation.
Mecanismos multimodales de focalización de la información en la prensa digital del campo científico y jurídico: la negrita
(universidad de Alicante, 2015) García Asensio, Ma. Ángeles (María Ángeles); Polanco Martínez, Fernando; Yúfera Gómez, Irene
Para satisfacer el derecho a la información, la prensa digital recurre a cuatro sistemas semióticos (verbal, gráfico, matemático y tipográfico) con los que construye, organiza y jerarquiza contenidos y guía al lector en sus procesos interpretativos de la realidad periodística. La tipografía, intrínseca a la expresión verbal escrita, aporta su potencial de significado a través de sus rasgos distintivos y de dos principios semióticos: la connotación y la metáfora. En este artículo analizamos cómo la letra negrita, con su rasgo grosor de la letra, es usada en la prensa digital. Se analizan 60 noticias publicadas en España. Los periódicos digitales no coinciden en el tipo de segmento que resaltan en negrita. Hay también inconsistencias. Con todo, la negrita satisface en los textos periodísticos las tres metafunciones propuestas por Halliday (1978): ideacional, interpersonal y textual, a través de la macrofunción de resalte.

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