Rojano T

2006

Enseñanza de la Física y las Matemáticas con Tecnología: Modelos de transformación de las prácticas y la interacción social en el aula

Co-ed. Organización de Estados Iberoamericanos (OEI) - Secretaría de Educación Pública (SEP), México. ISBN 970-790-885-8

Rojano, T

2004

Local Theoretical Models in Algebra Learning: A Meeting Point in Mathematics Education

Psychology of Mathematics Education – North American Chapter, Toronto, 1, 37-56.

Puig L, Rojano T

2004

The History of Algebra in Mathematics Education

In Stacey, Chik y Kendal (Eds.) The Future of the Teaching and Learning of Algebra, pp. 189-224. Boston/Dordrecht/NY/London: Kluwer Academic Publishers

Rojano T

2002

Algebraic Reasoning with Spreadsheets

Proceedings of the International Seminar Reasoning explanation and proof in school mathematics and their plaice in the intended curriculum. Qualificactions and Curriculum Authority. Cambridge, UK, pp. 3-19

Rojano T.

2002

The potential of Spreadsheets in the Learning of Algebra

The International Journal of Education Policy Research and Practice, USA.3(2), 91-106

Sutherland, R., Rojano, T., Bell, A, & Lins, R.

2001

Perspectives on School Algebra.

Dordrecht, The Netherlands: Kluwer Academic Publishers.

Rojano T, Molyneux S, Sutherland R, Ursini S.

1999

Mathematical Modelling: the Interaction of Culture and Practice

Educational Studies in Mathematics. Special Issue Teaching and Learning Mathematics in Context, P. Boero, (Ed.) 39: 167-183

Rojano, T.

1996

Developing algebraic aspects of problem solving within a spreadsheet environment.

N. Bednardz, Kieran, C; Lee, L (Eds.) Approaches to Algebra, 137-145. Dordrecht: Springer.

Rojano, T.

1996

The role of problems and problem solving in the history of algebra.

N. Bednardz, Kieran, C; Lee, L (Eds.) Approaches to Algebra, 55-62. Dordrecht: Springer.

Sutherland R, Rojano T.

1993

A Spreadsheet Approach to Solving Algebra Problems

The Journal of Mathematical Behavior. (12) 351-383

Filloy E, Rojano T.

1989

Solving Equations: The transition from Arithmetic to Algebra

For the Learning of Mathematics. 9(2):19-25