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

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Criteria employed by teacher educators when reflecting upon a problem-solving activity involving robots
(Universidade Estadual Paulista, 2026) Sala Sebastià, Gemma; Breda, Adriana; Seckel Santis, María José; Farsani, Danyal
[eng] This study aims to identify the criteria employed by teacher educators and researchers in mathematics education when evaluating an activity designed to foster computational thinking through the use of the BlueBot educational robot. The proposal is targeted at pre-service early childhood education teachers, with the objective of preparing them to effectively teach this content. In recent years, several countries have incorporated computational thinking into their curricula as part of educational reforms responding to evolving social demands. The study involved twenty experts in mathematics education and teacher training who participated in a 90-minute workshop organised by the authors at a Catalan university. During the session, the participants carried out the proposed activity, reflected on their experience, and contributed to a group discussion in which they shared their evaluations. They were audio-recorded and subsequently transcribed for analysis. The data were examined using the didactic suitability criteria of the ontosemiotic approach. Although the participants were not familiar with this theoretical framework, their evaluations revealed indicators consistent with its criteria, enabling a theoretically grounded reinterpretation of their views. The findings show that the instructional activity was perceived as highly suitable from a didactic perspective, with particular emphasis on its epistemic, cognitive, and ecological suitability. These results underscore the need to design and implement teacher training programmes – both pre-service and in-service – that support the development of mathematical thinking through computational thinking, with a strong focus on reflective practice. [spa] El objetivo de este trabajo es identificar los criterios que utilizan formadores de docentes e investigadores en Didáctica de las Matemáticas para valorar una actividad orientada al desarrollo del pensamiento computacional, mediante el uso del robot educativo BlueBot. La propuesta se dirige a la formación de futuros maestros de Educación Infantil, con el fin de formarlos para enseñar este contenido, recientemente incorporado en diversos países a través de reformas curriculares que responden a las demandas sociales actuales. Participaron en el estudio veinte expertos en Didáctica de las Matemáticas y formación del profesorado, quienes asistieron a un taller de 90 minutos organizado por los autores en una universidad catalana. Los participantes realizaron la actividad, reflexionaron sobre ella y, en una puesta en común, compartieron sus valoraciones, las cuales fueron grabadas y transcritas. El análisis de estas intervenciones se llevó a cabo mediante la herramienta de los Criterios de Idoneidad Didáctica del Enfoque Ontosemiótico. Aunque los participantes no estaban familiarizados con dicho marco teórico, sus valoraciones permitieron identificar indicadores alineados con estos criterios, posibilitando su reinterpretación fundamentada. Los resultados evidencian que la actividad fue valorada como altamente idónea desde una perspectiva didáctica, destacándose, especialmente, la idoneidad epistémica, la cognitiva y la ecológica. Finalmente, es necesario diseñar e implementar programas de formación para orientar a las futuras maestras y a los maestros y maestras en activo, con el fin de promover el desarrollo del Pensamiento Matemático a través del Pensamiento Computacional, donde la reflexión sobre la práctica educativa toma un papel primordial.
Traits of creativity in the initial training of mathematics teachers: assessment with didactic suitability criteria
(Springer Nature Switzerland, 2026-08-04) Calle, Eulalia; Breda, Adriana; Farsani, Danyal; Seckel Santis, María José
The objective of this research is to analyze the relationship between the most outstanding aspects of creativity considered by future mathematics teachers in Ecuador and the characteristics of the assessment of the final reports of the pre-professional practice, referring to creativity in their professional training process, in order to establish a tool that promotes and values mathematical creativity. A qualitatively driven mixed-methods approach was adopted. First, a content analysis of institutional assessment instruments and practice reports was conducted using the didactic suitability criteria of the Onto-Semiotic Approach as analytical categories. These included Forms 3, 4, and 8, completed during the March–August 2024 academic period by 30 pre-service teachers in advanced stages of training. Second, a validated questionnaire combining Likert-type and open-ended questions was administered to 27 participants to explore their conceptions of creativity. Descriptive statistics (percentages) were used as a complementary resource, while open responses were analyzed through content analysis based on the same theoretical framework. Finally, we work on the relationship between the results of the two types of questions. It is evident that most future teachers are not fully aware of the importance and need to incorporate creativity into their training process, addressing it in a very superficial way. In conclusion, it is essential to use the didactic suitability criteria tool that contributes to the reflection of teaching practice, taking into account the incorporation of creative activities proposed by teachers.
From Obstacle to Catalyst: A Narrative Review of Learning from Errors in Science Education
(MDPI, 2026-09-02) Fabré Mitjans, Noëlle; Jiménez Valverde, Gregorio; Viciana, Salvador; Crespo i Torres, Ferran
Learning from errors (LFE) constitutes a complex, multilevel process whose pedagogical value depends on how errors are elicited, interpreted, and corrected. This narrative review critically synthesizes research on LFE and its implications for science instruction in school and higher education. The reporting of the purposive, non-exhaustive search was strengthened with reference to the Scale for the Assessment of Narrative Review Articles (SANRA) criteria. The synthesis traces the historical transition from error avoidance to conditional error-as-resource perspectives and integrates five complementary lenses: error type, negative knowledge, cognitive load and prior knowledge, affective and self-regulatory processes, and the Generating Errors/Detecting and Correcting Errors model. It then evaluates instructional approaches including productive failure, erroneous examples, peer instruction, formative feedback, conceptual-change strategies, Predict–Observe–Explain, refutation texts, and gamification. Evidence is strongest when errors are embedded in structured cycles of manageable challenge, explanation, feedback, and revision; however, effects are heterogeneous and moderated by learner expertise, task demands, feedback design, classroom error climate, and safety constraints. Domain-specific evidence is most developed in physics, chemistry, biology, and health-professions simulation, whereas Earth and climate sciences and teacher professional development remain comparatively underexamined. The review concludes with an integrative framework and actionable design principles for science teacher education, while identifying methodological, cultural, and empirical gaps for future research.
A European study investigating adult numeracy education: Identifying challenges and possible responses
(European Society for Research on the Education of Adults, 2024-03-21) O’Meara, Niamh; O’Sullivan, Kathy; Hoogland, Kees; Díez Palomar, Francisco Javier
Numeracy is a critical competency needed by adults to navigate their way through tasks in their personal and professional lives. Hence, it is critical that efforts are made to identify and address challenges that prevent adults from developing the numeracy skills needed to engage in society. In this research we identify the challenges facing adult numeracy eduction across Europe. A survey, which sought to investigate the main challenges faced by adult educators and policy-makers when delivering numeracy programmes, was distributed to leading figures in adult numeracy education in EU states. Twelve countries responded and challenges identified related to the lack of a standardised definition of numeracy, the lack of a standardised framework to support adult numeracy education and the need for professional development for adult numeracy tutors. In this paper we look at how these challenges manifest themselves in different jurisdictions and offer suggestions for overcoming these challenges in future.
Mathematical modelling from a semiotic-cognitive approach
(Hipatia Press, 2024-10-24) Ledezma, Carlos
Mathematical modelling has acquired relevance in different fields at an international level, both in education and research. This article states that, throughout the construction of the theoretical corpus of this mathematical process and competency – among others – two big issues have occurred: one of terminological nature since the definitions surrounding modelling have varied, and other of representational nature since different representations have been proposed to explain modelling as a cyclical process. These two issues occur mainly due to the diversity of positions on how modelling is understood and how this process is tried to be explained. To address the terminological issue, a position was adopted on the terminology surrounding modelling in Mathematics Education, based on the main theoretical developments of ICTMA Community. To address the representational issue, a modelling cycle from a semiotic-cognitive approach that represents this process in a non-set way is proposed, that is, without a strict separation between «real world» and «mathematical world». In this way, a proposal aligned with a system of theoretical principles (terminology and structure), a methodology (modelling cycle), and sketches of research questions (for future theoretical and empirical developments) is presented to address both issues.
A case study on the incorporation of universal design for learning during educational internship experiences
(Hipatia Press, 2025-10-24) Sánchez Brualla, Alicia; Ledezma, Carlos; Font Moll, Vicenç
Given the growing relevance of issues of educational inclusion at an international level, educational curricula have stressed the need for addressing the student diversity in the classroom. In this article, the aspects of the mathematical teaching and learning process prioritised by a prospective teacher when incorporating Universal Design for Learning (UDL) in his learning situation are studied. To this end, the reflection of a prospective mathematics teacher on the learning situation designed and implemented during his educational internship experience and redesigned in his master’s degree final project (MFP) was analysed. This reflection was structured with the integrated guideline of Didactic Suitability Criteria with the UDL principles proposed by the authors and which is taught in the master’s programme where this research is contextualised. This is a case study from a qualitative approach, for which a content analysis was conducted on the MFP prepared by a prospective teacher, who reflected - among other aspects – on the incorporation of UDL during his educational internship experience. The results show the attempts of the prospective teacher to incorporate UDL into his teaching practice, through an integrated guideline that seeks to address both current curricular needs and teacher education needs to implement a more inclusive education.
Formação para a docência no Ensino Superior a partir do Lesson Study
(Universidade Estadual de Ponta Grossa, 2024-09) Richit, Adriana; Loss, Adriana Salete; Breda, Adriana; Tomkelski, Mauri Luis
Neste artigo, analisam-se as possibilidades do Lesson Study para a formação de estudantes de pós-graduação para a docência no Ensino Superior. Com base no conceito de desenvolvimento profissional e nos princípios didáticos da docência universitária, realizou-se uma pesquisa qualitativa com oito pós-graduandos a partir da realização de um Lesson Study desenvolvido entre dezembro de 2022 e maio de 2023. O material empírico é composto pelos dados constituídos mediante questionário aplicado no início do ciclo do Lesson Study, pelas transcrições das sessões e notas de campo dos pesquisadores. A análise aponta que o Lesson Study tem potencial para contribuir para a formação de pós-graduandos para a docência universitária por meio da reflexão sobre a docência na universidade e do planejamento do ensino, o qual foi concretizado em um contexto de colaboração entre docentes universitários e estudantes de pós-graduação stricto sensu.
Reseña: Raymond, Chase Wesley y Olguín, Luis Manuel, Análisis de la Conversación: fundamentos, metodología y alcances. Londres & Nueva York: Routledge. 2022. 235 pp. ISBN 978-1-138-58052-7
(Universitat d'Alacant, 2023-03-27) Batlle Rodríguez, Jaume
Reseña de la obra de Raymond, Chase Wesley y Olguín, Luis Manuel, Análisis de la Conversación: fundamentos, metodología y alcances. Londres & Nueva York: Routledge. 2022. 235 pp. ISBN 978-1-138-58052-7.
The courage to be: LGBTQ+ youth within the heteronormative and cisgenderist school environment
(Taylor & Francis, 2026-01) Murphy, Sean, 1962-; Harris, Richard; Wilson Daily, Ann Elizabeth
Recent research studies tend to view LGBTQ+ youth through lenses of marginal-ization and victimization, or through ideas of resilience and accommodation to heteronormative and cisgenderist practices. Insufficient attention has been paid to the courage many LGBTQ+ students display through daily life at school to con-tinuously stand up to these norms. This study explores the experiences of students who identify as LGBTQ+ in in 10 secondary schools in southern England gathered through 11 focus groups (total n = 67). Using corpus-assisted discourse analysis and qualitative content analysis, we identify a number of ways in which LGBTQ+ students display courage in navigating their day-to-day existence, often challenging hetero-and cisgenderist norms. The authors urge schools to rethink and promote affirmative action, as courage to instigate change should not fall solely on the shoulders of LGTBQ+ students and a handful of allies.
El desarrollo de un enfoque crítico en la enseñanza del español como lengua extranjera: creencias docentes
(Universidad del Norte, 2024-01-02) Atienza Cerezo, Encarna; González Argüello, Ma. Vicenta (María Vicenta)
Este artículo presenta los resultados de una investigación llevada a cabo en el contexto de la enseñanza de lenguas con el objetivo de aproximarse a las creencias que manejan los docentes sobre lo que supone el desarrollo de un enfoque crítico, de dónde parten dichas creencias y cómo incorporan actividades que ayuden al desarrollo de dicho enfoque crítico en sus clases. Para alcanzar estos objetivos, se han recogido datos desde una perspectiva metodológica cualitativa, específicamente, se ha entrevistado a cuatro docentes en activo, con amplia formación y experiencia. Los resultados a los que se ha llegado indican la dificultad para acotar qué se entiende por desarrollo de un enfoque crítico, así como la variedad de propuestas didácticas relacionadas con el intento de desarrollarlo en el aula de lenguas. Estos resultados están en consonancia con la diversidad de disciplinas teóricas que incorporan el vocablo “crítico” en su denominación, lo que dificulta una aproximación por parte de los docentes a lo que supone el desarrollo de un enfoque crítico en sus propuestas didácticas.
Foreign Language Teachers' Perceptions after Gamified Classroom Practice
(Universidad Distrital Francisco José de Caldas, 2023-05-30) Batlle Rodríguez, Jaume; González Argüello, Ma. Vicenta (María Vicenta)
This study examines the perceptions and beliefs of thirteen teachers of foreign languages who have received specialized training in gamification and have put it into practice in the classroom. Specifically, the study analyses the impact of gamification in the three years following its introduction into their teaching practices. To gain insights into teachers' perspectives and attitudes towards gamification, thirteen semi-structured interviews were conducted. The analysis of the interviews revealed that gamification is viewed by teachers as a motivating and collaborative strategy which can be challenging to implement in some courses but can be facilitated by certain key elements such as the use of narratives in the classroom. Additionally, teachers highlighted the need for more training in this new pedagogical strategy and the importance of collaborative planning of gamified experiences with colleagues. The value of this study lies in showing the impact of gamification on the perceptions of foreign language teachers in the medium term after its introduction into their classrooms.
FACTS: Uma ferramenta CTS para avaliação de processos e produtos na educação científica
(Organización de los Estados Iberoamericanos para la Educación, la Ciencia y la Cultura, 2022-11-25) Freitas, Denise de; Dos Santos, Mariana; Campos Pierson, Alice Helena; Calafell, Genina
Esse artigo apresenta uma ferramenta avaliativa CTS (FACTS), que visa contribuir com a avaliação de práticas, materiais didáticos e processos educativos na educação básica e na formação de professores de ciências respaldada numa perspectiva de educação científica crítica e reflexiva. Essa ferramenta, construída no formato de rubricas, é resultado de uma investigação apoiada nos marcos dos estudos CTS e do Paradigma da Complexidade e desenhada a partir do Método Delphi. Esse estudo contou com a participação de 37 especialistas, pesquisadores da área de educação em ciências da América Latina (Argentina, Brasil, Chile, Colômbia) e Europa (Portugal e Espanha), que refletiram e se posicionaram sobre aspectos de uma educação científica crítica e que aspectos agregam ao caracterizá-la nessa perspectiva, nomeadamente, em relação aos seus pressupostos, problemas, contribuições e desafios. A partir de seus posicionamentos foi possível construir um instrumento avaliativo que permite realizar diagnósticos e consequentes tomadas de decisões mais adequadas ao campo da educação em ciências. O formato de rubrica FACTS permite avaliar programas de educação em ciências usando descritores qualitativos ou quantitativos e destina-se a analisar e orientar a educação científica crítica no contexto do ensino, políticas e programas educacionais.
Relaciones entre los procesos de modelización matemática y de indagación desde la perspectiva del aprendizaje de las matemáticas
(Associação de Professores de Matemática, 2021-06-30) Sala Sebastià, Gemma; Font Moll, Vicenç; Ledezma, Carlos
Este trabajo muestra los resultados de una investigación desarrollada para estudiar las evidencias de las relaciones que se establecen entre los procesos de modelización matemática y de indagación en la implementación de una secuencia didáctica codisciplinar de matemáticas e historia, con estudiantes de 13-14 años de un instituto de Badalona (Catalunya, España). Se planteó una situación problemática en un contexto real, un yacimiento arqueológico de la misma ciudad de los participantes, que les motivó a realizar una indagación donde desarrollaron diversos modelos para poder dar soluciones plausibles y argumentadas. Se analizaron los procesos de modelización y de indagación que emergieron en diferentes momentos de la implementación, los cuales se identificaron para establecer algunas conclusiones sobre la relación que existe entre ambos. Como hallazgos de este estudio se destaca que, por una parte, cuando los datos obtenidos de la indagación son susceptibles de ser matematizados, se dan procesos de modelización matemática y las respuestas que dan los estudiantes son más precisas y justificadas; y, por tanto, tal como se esperaba en la planificación realizada, la secuencia didáctica presenta una cierta riqueza de procesos matemáticos, lo cual conlleva, en particular, una alta valoración de su idoneidad epistémica.
From training to action: addressing training needs in environmental education for child-led participation with adult support
(Frontiers Media, 2025-10-20) Crespo i Torres, Ferran; Novella Cámara, Ana M. (Ana María); Sabariego Puig, Marta
Introduction: Environmental education is conceived as a critical social practice aiming to foster an knowledgeable, participatory citizenship capable of taking on contemporary ecological and social challenges. However, although different international frameworks define it as a lifelong process of education for participation and action, the participation of children and adolescents and the accompaniment we provide as educators continue to present challenges. This study investigates the barriers and training needs encountered by environmental educators in Catalonia in boosting child and youth participation in their professional practice, in the light of the diversity of educational settings and situations in the field. Methods: A pragmatic participatory approach was adopted in which a group of 10 participants took part in four participatory workshop sessions to inquire, from the standpoint of their concrete situations, into the challenges they faced as educators and in environmental education as a subject, in addition to their training needs for embracing child and youth participation in their practice.Results: Results revealed multiple challenges: reconnecting children with the urban natural environment; developing the critical and political capacity to address eco-social conflicts; lack of training for encouraging transformative action; and structural issues such as the absence of an established competency framework, professional instability, job insecurity, and bureaucratic rigidity. Also, a number of training needs were identified, including: systematically conceptualizing and recognizing the value of child participation; mastering methodologies to facilitate participatory, empowering support; networking and knowledge of community resources offering tools for the inclusion of all students. Lastly, the results showed that participatory workshops are a useful tool not only for data-gathering, but also for the professional education and development of their participants. Discussion: Our findings reveal a gap between the founding principles of environmental education and actual professional practice, stressing the urgent need for situated, reflexive, dialogic educator training that will strengthen critical competencies, foster children’s agency, and legitimize the environmental educator as a specialized professional capable of combining theoretical knowledge, participatory methodologies, and critical reflection, thereby contributing to an inclusive, transformative eco-social citizenship in which children are included.
The mediating role of vocabulary size, working memory, attention and inhibition in early vocabulary learning under different TV genres: An exploratory study
(Wiley & Sons, 2021-11-24) Suárez, Maria del Mar; Moskvina, Natalia; Gilabert Guerrero, Roger
Few studies have explored the learning opportunities different audiovisual genres may create for vocabulary learning. Even fewer have looked at how learners' viewing experience is affected by individual differences (IDs) in vocabulary size, attention, inhibition, or working memory. Such IDs have been shown to mediate early and long-term vocabulary learning (Gass, Winke, Isbell, & Ahn, 2019; Kam, Liu, & Tseng, 2020; Peters & Webb, 2018). This exploratory study seeks to analyze how vocabulary is acquired under different genres and how this process may be influenced by the IDs mentioned above. Forty-one students of English as a foreign language (EFL) participated in an experiment involving the viewing of four TV genres (sitcom, police procedural, animal documentary, and edutainment). Meaning recognition task was applied at the pretest and posttest, and form recognition at the posttest only. Prior to viewing, students took four cognitive tests related to vocabulary size, attention control, inhibition, and working memory. Results suggest vocabulary size had the largest impact on the participants' performance at pretest and posttest, although its relative weight varied across genres. A nonsignificant or much lesser role was played by working memory, attention, and inhibition. Results are discussed regarding what genre might create the most beneficial conditions for vocabulary learning and how IDs influence such learning.
Motivational scaffolding through digital gamification in early childhood science teacher education: A design-based research study
(MDPI, 2026-05-29) Guimerà Ballesta, Gerard; Jiménez Valverde, Gregorio; Fabré Mitjans, Noëlle
Digital gamification may function as motivational scaffolding within situated course designs when it helps learners perceive progress, participate actively, and connect course activities with meaningful professional goals. This article examines how motivational scaffolds were designed and refined through digital gamification in a fourth-year science course in early childhood teacher education. Using a two-cycle design-based research approach, the study analyzed an initial FantasyClass-supported implementation and a subsequent redesigned version. In Cycle 1, broad affective outcomes, feature ratings, and open responses were associated with more favorable recent learning experiences, somewhat more favorable current views of science and its relevance, and higher perceived science-teaching capability and preparedness. Feature-level evidence identified progression, collaborative work, and narrative coherence as central motivational supports. These findings informed Cycle 2, which recalibrated selected mechanics and strengthened the narrative structure. Post-course Intrinsic Motivation Inventory results were descriptively consistent with above-midpoint enjoyment, perceived competence, and perceived choice, with enjoyment positively associated with competence and choice. Qualitative evidence highlighted active participation, progress awareness, and perceived relevance for future teaching. The findings suggest that, under the design conditions examined here, digital gamification may support motivationally meaningful course design when treated as motivational scaffolding rather than as an isolated reward system.
Thematic working group on mathematics for work, society and personal development: lifelong learning, TWG7
(European Mathematical Society, 2026-05-19) Fiorentino, Michele Giuliano; Frejd, Peter; Vos, Pauline; Díez Palomar, Francisco Javier; Bolstad, Oda Heidi; Alberto, Rosa A.
We continue the initiative of introducing the CERME Thematic Working Groups, which we began in the September 2017 issue, focusing on ways in which European research in the field of mathematics education may be interesting or relevant for people working in pure and applied mathematics. Our aim is to disseminate developments in mathematics education research discussed at CERMEs and enrich the ERME community with new participants, who may benefit from hearing about research methods and findings and contribute to future CERMEs.
O uso dos critérios de idoneidade/adequação didática nas pesquisas brasileiras sobre o ensino de matemática
(Universidade Estadual do Sudoeste da Bahia (UESB), 2026-05-02) Paz, Vinicyus Alves da Silva; Gusmão, Tania Cristina Rocha Silva; Breda, Adriana
Este artigo apresenta uma Revisão Sistemática da Literatura (RSL) sobre o uso dos Critérios de Idoneidade Didática (CID), vinculados ao Enfoque Ontossemiótico da Cognição e Instrução Matemática (EOS), nas pesquisas brasileiras em Educação Matemática. A investigação buscou responder: “Qual o uso dos CID nas pesquisas brasileiras em Educação Matemática?”. Foram consultados teses, dissertações e artigos nos repositórios da CAPES e BDTD, publicadas até 19 de maio de 2024, utilizando descritores como “Critérios de Idoneidade Didática” e “Adequação Didática”, resultando na seleção de 52 trabalhos. Os resultados indicam que os CID são aplicados predominantemente na formação de professores, na construção de sequências didáticas, na avaliação de tarefas e na reflexão crítica sobre práticas docentes. Apesar de ainda pouco explorados, observou-se crescimento do interesse por essa abordagem, com aplicações que vão do ensino de conteúdos, como trigonometria, via histórias em quadrinhos, à gamificação e análise de materiais curriculares. Identificou-se também aplicação fora da matemática, em um curso de medicina, reforçando seu potencial transdisciplinar. Os resultados indicam que os CID constituem ferramenta teórico-metodológica que possibilita práticas de ensino mais contextualizadas e críticas, contribuindo para a formação de estudantes reflexivos e para estratégias pedagógicas que tornem a matemática mais acessível e conectada à realidade dos estudantes.
Reflexão de uma futura professora sobre o ensino de álgebra através da modelagem matemática
(Universidade Estadual do Sudoeste da Bahia (UESB), 2021-12-28) Ledezma, Carlos; Breda, Adriana; Sánchez Brualla, Alicia
Há un amplo consenso sobre a importâcia de trabalhar as competências matemáticas em todos os níveis de ensino, entre as quais se destaca a modelagem matemática. Dada a sua relevância como ferramenta para a resolução de problemas de contextos reais, este artigo aborda esta competência na perspectiva da reflexão de uma futura professora de matemática. Nesta linha, analise-se a reflexão feita por uma futura professora em sua Dissertação Final de Mestrado sobre o papel da modelagem matemática no processo de ensino e aprendizagem de álgebra. Para isso, foi utilizada a ferramenta Critérios de Adequação Didática, a mesma com a qual a futura professora desenvolveu a sua reflexão. Em termos metodológicos, realizou-se uma análise de conteúdo desta reflexão e, no ponto de vista da extensão, desenvolveu-se um estudo de caso no contexto de um curso de mestrado profissionalizante em formação de professores de matemática. Dos resultados obtidos, destaca-se que a futura professora, ao fazer comentários sobre modelagem em sua reflexão, privilegiou os critérios epistêmico, cognitivo e ecológico. Além disso, conclui-se que a ferramenta Critérios de Adequação Didática permitiu evidenciar as noções teórico-procedimentais sobre a modelagem subjacentes à sua reflexão.
Literacitats, currículum i centres educatius: encontres híbrids
(Graó Editorial, 2025-09-15) Ambròs, Alba
Aprendre i educar al segle XXI comporta adaptar-se als canvis de l’era digital, amb la qual cosa l’aprenentatge esdevé una experiència vital, social i híbrida. Les literacitats i les multiliteracitats reflecteixen pràctiques socials complexes, que repten els centres educatius a treballar-les amb textos multimodals de manera seqüenciada, interdisciplinària i amb bastides.

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