Journal of Research in Mathematics Education <table> <tbody> <tr> <td> <table> <tbody> <tr> <td> <p><strong>REDIMAT </strong>is an open access journal published by Hipatia Press in the field of Mathematics Education. </p> <p>REDIMAT emerges from the need to address the excessive compartmentalization of scientific knowledge that has traditionally existed in this educational field in Spain and Latin America countries. REDIMAT is an international space to stimulate scientific discussion on mathematics education drawing on scientific evidence. </p> <p>REDIMAT publishes original empirical and theoretical work, focusing on scientific researches from a diversity of theoretical and methodological approaches.</p> <p>REDIMAT publishes articles in English and Spanish three times a year, in February, June and October. Article processing charges may apply to publish in REDIMAT (see guidelines for authors).</p> <p>All research articles in this journal have undergone rigorous peer review, based on initial editor screening and blinded refereeing by two anonymous referees.</p> <p>Until October 5th 2013, Hipatia Press scientific journals were published under Creative Commons Attribution NonCommercial-NoDerivative License (CC BY NC ND). Hipatia Press journals decided to change the license and use the Creative Commons Attribution (CC BY) as recommended by the Budapest Open Access Initiative taking into account its commitment with Open Access.</p> </td> </tr> </tbody> </table> </td> </tr> </tbody> </table> Hipatia Press en-US Journal of Research in Mathematics Education 2014-3621 <p>Authors retain copyright and grant the journal the right of first publication but allow anyone to share: (unload, , reprint, distribute and/or copy) and adapt (remix, transform reuse, modify,) for any proposition, even commercial, always quoting the original source. </p> The Impact of Student Engagement and Motivation in the Statistics Learning Process <p>The aim of the present exploratory study was to examine students’ situational engagement and motivation in the statistics classroom at Zayed University, in Dubai, United Arab Emirates (UAE). Two instruments were used for this purpose: a) experience sampling method (ESM), and b) the validated Mathematics Motivation Questionnaire (MMQ). This study employed two samples, at undergraduate level (2<sup>nd</sup> and 4<sup>th</sup> Semesters). Participants consisted of 100 students enrolled in Statistics I and Statistics II (Probability and Structure of Randomness). The results indicate that, apart from challenge and effort, emotional engagement is not significantly different across different activities. The results also indicate increases in intrinsic value and utility value and decreases in test anxiety. Finally, results indicate higher engagement and effort when social interaction is purposely planned and fostered, such as in small groups. On the contrary, individual class activities seem to generate slightly lower levels of engagement and effort. These findings have significant implications for educators and researchers who seek to enhance students' engagement and motivation in their statistics courses</p> Jitu Halomoan Lumbantoruan Copyright (c) 2023 Jitu Halomoan Lumbantoruan 2024-02-22 2024-02-22 13 1 1 22 10.17583/redimat.12884 Analysis performed by Pre-Service Teachers in an Emerging Technological Environment in Mathematics Education <p class="Abstract"><span lang="EN-US">The objective of this research is to describe how a pre-service mathematics teacher analyzes what happens in a videotaped virtual mathematics class in an emergent environment. For this purpose, exploratory qualitative research was designed with the participation of a teacher in her fifth year of initial training. The concept of didactic suitability and examples of indicators were explained to her. Then a reflection she wrote based on the indicators she had managed to establish was analyzed. The prospective teacher adapted indicators which allowed her to provide a descriptive reflection on what occurred in her class, and to offer evaluations with clear justifications. Nonetheless, it was found that there was an absence of proposals for improvement in her reflections, and few specific indicators concerning technological resources. Pre-service teachers are able to carry out descriptive and evaluative analyses with the use of tools such as didactic suitability, but support should be provided to increase their capacity to propose improvements to the educational process and to focus even more on mathematics education in emerging environments.</span></p> Yuri Morales-López Vicenç Font Copyright (c) 2024 Yuri Morales-López, Vicenç Font 2024-02-22 2024-02-22 13 1 23 37 10.17583/redimat.14072 Assessing Preservice Teachers’ Digital Creativity in Mathematics <p>In this research, we study and characterize digital creativity as part of the development of digital competence in the initial training of secondary school teachers. The aim of this research is to assess preservice teachers’ digital creativity, identifying several levels of achievement. A rubric is presented as a result of theoretical studies, and with this rubric we analyze the levels achieved by a group of preservice teachers of the Master's program in Teacher Training of Mathematics in Spain. In particular, we analyze 40 master’s final projects where participants reflect on their own teaching practice. Based on this analysis, we present evidence of four levels of development considering each of the dimensions proposed in the tool. Most of the participants achieved the second or third level and we find difficulties in reaching the highest level. We recognize that one of the variables that influence this is the little time devoted to the evaluation of one's own experience in the Practicum and we describe other possible causes.</p> Silvia Carvajal Joaquín Giménez Vicenç Font Alicia Sánchez Copyright (c) 2024 Silvia Carvajal, Joaquín Giménez, Vicenç Font, Alicia Sánchez 2024-02-22 2024-02-22 13 1 38 58 10.17583/redimat.14095 Potential Conflicts Identified in Chilean Primary Education Mathematics Textbooks for the Study of Algebra <p class="Abstract"><span lang="EN-US">Several investigations have shown that the mathematics textbook continues to be the main work tool for teachers and, among other things, constitutes the referent of school mathematical knowledge that they must teach to students. However, it has also been manifested that the texts can be a source of conflicts in both students and teachers, due to the treatment they give to mathematical notions. In this article we have been interested in how textbooks develop the study of algebra in primary education and, in particular, if these ways of presenting algebraic notions could cause conflicts. To carry out our study, we used some theoretical-methodological tools of the Ontosemiotic Approach (OSA) of mathematical knowledge and instruction, such as the notion of conflict and the ontosemiotic configuration, which allowed a systematic analysis of the mathematics textbooks in terms of the problems, definition of concepts, properties, procedures, arguments and representations. As a main result, categories of potential conflicts for the study of algebra are identified and discussed, which could lead to errors or misconceptions of algebraic notions by students or teachers.</span></p> Luis Roberto Pino-Fan Jesus Guadalupe Lugo-Armenta Graciela Rubí Acevedo Cardelas José García Cristina Peña Yesenia Uicab-Campos Copyright (c) 2024 Luis Roberto Pino-Fan, Jesus Guadalupe Lugo-Armenta, Graciela Rubí Acevedo Cardelas, José García, Cristina Peña, Yesenia Uicab-Campos 2024-02-22 2024-02-22 13 1 59 86 10.17583/redimat.14137 Multiple Representations in a High School Differential Calculus course through Microlearning <p>The teaching of differential calculus in Mexico is a subject of study due to its relevance in the upper secondary (high school) and higher levels; in particular, the scientific community, through the different representations approach, has studied the difficulties in the study of the limit and/or the derivative, as two important notions linked to the processes of variability of a function. This research incorporates, to the use of multiple representations, the use of microlearning as an auxiliary mechanism for the appropriation of both concepts in the course. By means of an instructional design and a descriptive methodology, of a mixed nature, the content of the answers provided by the students is analyzed. It was found that the linkage with new technological resources provides a better understanding and adaptability on the part of the students, especially with regard to the applications to situations of their own context, which is one of the competencies to be achieved within the programs established by the General Directorate of High School in Mexico.</p> Heli Herrera Reyna Moreno-Beltrán Abraham Cuesta-Borges Copyright (c) 2024 Heli Herrera, Reyna Moreno-Beltrán, Abraham Cuesta-Borges 2024-02-22 2024-02-22 13 1 87 110 10.17583/redimat.11314