Gallart, C., Ferrando, I., Segura, C., & Albarrac\u00edn, L. (2026). Modelling with AI: How complexity and experience shape ChatGPT use by pre- service teachers. EURASIA Journal of Mathematics, Science and Technology Education 22<\/em>(4), em2816. https:\/\/doi.org\/10.29333\/ejmste\/18263<\/a><\/p>\n\n\n\n Albarrac\u00edn, L., Rojas, F., & Torregrosa, A. (2026). Estrategias de medida indirecta: un enfoque de trabajo colaborativo en el terreno. Ense\u00f1anza De Las Ciencias. Revista De investigaci\u00f3n y Experiencias did\u00e1cticas<\/em>, 44<\/em>(1), 165\u2013182. https:\/\/doi.org\/10.5565\/rev\/ensciencias.6474<\/a><\/p>\n\n\n\n Torregrosa, A., & Albarrac\u00edn, L. (2026). Characterizing metacognitive processes and mathematical skills during problem solving by using a non\u2011linear orientation base as a self\u2011regulation tool. Educational Studies in Mathematics<\/em>, 121<\/em>(2), 334-364. https:\/\/doi.org\/10.1007\/s10649-025-10451-8<\/a><\/p>\n\n\n\n Rojas, F., Albarrac\u00edn, L., Chand\u00eda, E., Ubilla, F., Gorgori\u00f3, N. (2025). Exploring Instruments for Assessing Initial Mathematical Knowledge in Primary Teacher Education<\/a>. Mathematics Teacher Education and Development, 27<\/em>(2), article 3.<\/p>\n\n\n\n Rojas, F., Ubilla, F., Albarrac\u00edn, L., & Gorgori\u00f3, N. (2025). Identificaci\u00f3n del Conocimiento Matem\u00e1tico Inicial de los Estudiantes al Ingresar al Grado de Maestro<\/a>. BOLEMA, 39<\/em>, e230039. <\/p>\n\n\n\n Albarrac\u00edn, L., & \u00c4rleb\u00e4ck, J. B. (2025). Exploring the role of assumptions in mathematical modeling teacher training using Fermi problems<\/a>. ZDM – Mathematics Education<\/em> 57<\/em>(2-3), 213\u2013228. https:\/\/doi.org\/10.1007\/s11858-025-01677-0<\/a><\/p>\n\n\n\n Gallart, C., Segura, C., & Albarrac\u00edn, A. (2025). Impacto del entorno de resoluci\u00f3n de problemas de Fermi en la complejidad y flexibilidad de las estrategias de maestros en formaci\u00f3n<\/a>. Contextos Educativos, 35<\/em>, 139-164. https:\/\/doi.org\/10.18172\/con.6480<\/a><\/p>\n\n\n\n Tinoco, J. C., Albarrac\u00edn, L., & Deulofeu, L. (2025). Interdisciplinariedad entre Matem\u00e1tica y F\u00edsica: estrategias de resoluci\u00f3n para problemas de proporcionalidad simple<\/a>. Avances de investigaci\u00f3n en educaci\u00f3n matem\u00e1tica, 27<\/em>, 1-20. https:\/\/doi.org\/10.35763\/aiem27.5398<\/p>\n\n\n\n Hern\u00e0ndez-Sabat\u00e9, A., Albarrac\u00edn, L., Ramos, O., Gil, D., S\u00e1nchez, C., & Mart\u00ed, E. (2024). From traditional teaching to flipped classroom: Impact on learning in engineering degrees<\/a>. Journal of Technology and Science Education, 14<\/em>(3), 798-814.<\/p>\n\n\n\n Brunet-Biarnes, M. & Albarrac\u00edn, L. (2024). Exploring the negotiation processes when developing a mathematical model to solve a Fermi problem in groups<\/a>. Mathematics Education Research Journal, 36<\/em>(1), 177-198.<\/em> https:\/\/doi.org\/10.1007\/s13394-022-00435-9<\/p>\n\n\n\n \u00c4rleb\u00e4ck, J. B., & Albarrac\u00edn, L. (2024). Fermi problems as a hub for task design in mathematics and stem education<\/a>. Teaching Mathematics and its Applications<\/em>, 43<\/em>(1), 25-37. https:\/\/doi.org\/10.1093\/teamat\/hrad002<\/a> .<\/p>\n\n\n\n Torregrosa, A., Alba, M., & Albarrac\u00edn, L. (2023). Aprendizaje basado en problemas en Educaci\u00f3n Infantil: promoviendo aprendizajes estad\u00edsticos<\/a>. ENSAYOS. Revista De La Facultad De Educaci\u00f3n De Albacete, 38<\/em>(1), 155\u2013170. https:\/\/doi.org\/10.18239\/ensayos.v38i1.3222<\/a><\/p>\n\n\n\n Segura, C., Ferrando, I., & Albarrac\u00edn, L. (2023). Does collaborative and experiential work influence the solution of real-context estimation problems? A study with prospective teachers<\/a>. Journal of Mathematical Behavior, 70<\/em>.<\/p>\n\n\n\n \u00c4rleb\u00e4ck, J. B., & Albarrac\u00edn, L. (2022). FPAT\u2014A Framework for Facilitating the Teaching and Learning of Using Fermi Problems Originating in Mathematics Education Research<\/a>. The Physics Teacher 60<\/em>(7), 569-571.<\/p>\n\n\n\n Albarrac\u00edn, L., Hern\u00e1ndez-Sabat\u00e9, A., & Gorgori\u00f3, N. (2022). Designing levels of a video game to promote spatial thinking<\/a>. International Journal of Mathematical Education in Science and Technology<\/em>, 53(11), 3138-3150. https:\/\/doi.org\/10.1080\/0020739X.2021.1953626<\/p>\n\n\n\n Albarrac\u00edn, L., Segura, C., Ferrando, I., & Gorgori\u00f3, N. (2022). Supporting mathematical modelling by upscaling real context in a sequence of tasks<\/a>. Teaching Mathematics and its Applications<\/em>, 41<\/em> (3), 183-197.<\/p>\n\n\n\n Albarrac\u00edn, L., & \u00c4rleb\u00e4ck, J. B. (2022). Esquemas de resoluci\u00f3n de problemas de Fermi como herramienta de dise\u00f1o y gesti\u00f3n para el profesor<\/a>. Educaci\u00f3n Matem\u00e1tica, 34<\/em>(2), 289-309.<\/p>\n\n\n\n Aymerich, \u00c0., & Albarrac\u00edn, L. (2022). Modelizaci\u00f3n matem\u00e1tica en actividades estad\u00edsticas: Episodios clave para la generaci\u00f3n de modelos<\/a>. Uniciencia, 36<\/em>(1), 1-18.<\/p>\n\n\n\n Albarrac\u00edn, L., L\u00f3pez-Sim\u00f3, V., & \u00c4rleb\u00e4ck, J. (2021). Repensando los problemas de Fermi para la ense\u00f1anza y aprendizaje de las ciencias<\/a>. Investiga\u00e7\u00f5es em Ensino de Ci\u00eancias, 26<\/em>(3), 56-68.<\/p>\n\n\n\n Albarrac\u00edn, L., Ferrando, I., & Gorgori\u00f3, N. (2021). The Role of Context for Characterising Students\u2019 Strategies when Estimating Large Numbers of Elements on a Surface<\/a>. International Journal of Science and Mathematics Education 19<\/em>(6), 1209-1227. https:\/\/doi.org\/10.1007\/s10763-020-10107-4<\/p>\n\n\n\n Albarrac\u00edn, L. (2021). Una secuencia de actividades para desarrollar la visualizaci\u00f3n usando un videojuego<\/a>. Ense\u00f1anza de las Ciencias, 39<\/em>(2), 181-199.<\/p>\n\n\n\n Albarrac\u00edn, L. (2021). Large Number Estimation as a Vehicle to Promote Mathematical Modeling<\/a>. Early Childhood Education Journal<\/a>, 49(<\/i>4), 681-691. https:\/\/doi.org\/10.1007\/s10643-020-01104-x<\/p>\n\n\n\n Torregrosa, A., Albarrac\u00edn, L., & Deulofeu, J. (2021). Orientaci\u00f3n y coevaluaci\u00f3n: Dos aspectos clave para la evoluci\u00f3n del proceso de resoluci\u00f3n de problemas<\/a>. Bolema, 35<\/em>(6), 89-111. <\/span>https:\/\/doi.org\/10.1590\/1980-4415v35n69a05<\/p>\n\n\n\n Gorgori\u00f3, N., Albarrac\u00edn, L., Laine, A., & Llinares, S. (2021). Primary education degree programs in Alicante, Barcelona and Helsinki: Could the differences in the mathematical knowledge of incoming students be explained by the access criteria?<\/a>. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 174\u2013207. https:\/\/doi.org\/10.31129\/LUMAT.9.1.1468<\/p>\n\n\n\n Ferrando, I., & Albarrac\u00edn, L. (2021). Students from grade 2 to grade 10 solving a Fermi problem: analysis of emerging models<\/a>. Mathematics Education Research Journal 33<\/em>(1), 61-78. https:\/\/doi.org\/10.1007\/s13394-019-00292-z<\/p>\n\n\n\n Albarrac\u00edn, L., & Gorgori\u00f3, N. (2020). Mathematical Modeling Projects Oriented towards Social Impact as Generators of Learning Opportunities: A Case Study<\/a>. Mathematics, 8<\/em>(11), 1-20. doi.org\/10.3390\/math8112034<\/p>\n\n\n\n Torregrosa, A., Deulofeu, J., & Albarrac\u00edn, L. (2020). Caracterizaci\u00f3n de procesos metacognitivos en la resoluci\u00f3n de problemas de numeraci\u00f3n y patrones matem\u00e1ticos<\/a>. Educaci\u00f3n Matem\u00e1tica, 32<\/em>(3), 39-67.<\/p>\n\n\n\n Hern\u00e1ndez-Sabat\u00e9, A., Albarrac\u00edn, L., & S\u00e1nchez, F. J. (2020). Graph-Based Problem Explorer: A Software Tool to Support Algorithm Design Learning While Solving the Salesperson Problem<\/a>. Mathematics, 8<\/em>(9), 1-20. https:\/\/doi.org\/10.3390\/math8091595<\/p>\n\n\n\n Albarrac\u00edn, L., Chico, J., Simarro, C., & Vald\u00e9s-S\u00e1nchez, L. (2019). Un taller de experimentaci\u00f3n matem\u00e1tica usando un videojuego de estrategia<\/a>. ENSAYOS, Revista de la Facultad de Educaci\u00f3n de Albacete, 34<\/em>(2), 85-99.<\/p>\n\n\n\n Albarrac\u00edn, L. & \u00c4rleb\u00e4ck, J. (2019). Characterising mathematical activities promoted by Fermi problems<\/a>. For the Learning of Mathematics, 39<\/em>(3), 10-13.<\/p>\n\n\n\n \u00c4rleb\u00e4ck, J., & Albarrac\u00edn, L. (2019). The use and potential of Fermi problems in the STEM disciplines to support the development of twenty-first century competencies<\/a>. ZDM – Mathematics Education, 51<\/em>(6), 979-990.<\/p>\n\n\n\n Albarrac\u00edn, L., & Gorgori\u00f3, N. (2019). Using Large Number Estimation Problems in Primary Education Classrooms to Introduce Mathematical Modelling<\/a>. International Journal of Innovation in Science and Mathematics Education<\/em>, 27<\/em>(2), 45-57.<\/p>\n\n\n\n Mengual, E., Albarrac\u00edn, L., Mu\u00f1oz-Escolano, J. M., Oller-Marc\u00e9n, A. M., & Gorgori\u00f3, N. (2019). Dise\u00f1o de criterios para reducir la variabilidad en la calificaci\u00f3n de ex\u00e1menes de matem\u00e1ticas en pruebas de acceso a la universidad<\/a>. PNA. Revista de Investigaci\u00f3n en Did\u00e1ctica de la Matem\u00e1tica<\/em>, 13<\/em>(2), 62-83.<\/p>\n\n\n\n Albarrac\u00edn, L., Arleb\u00e4ck, J., Civil, E., & Gorgori\u00f3, N. (2019). Extending modelling activity diagrams as a tool to characterise mathematical modelling processes<\/a>. The Mathematics Enthusiast, 16<\/em>(1), 211\u2013 230.<\/p>\n\n\n\n Pizarro, N., Albarrac\u00edn, L., & Gorgori\u00f3, N. (2018). Actividades de estimaci\u00f3n de medida: La interpretaci\u00f3n de los docentes de educaci\u00f3n primaria<\/a>. Bolema – <\/em>Boletim de Educa\u00e7\u00e3o Matem\u00e1tica<\/em>, 32<\/em>(62), 1177\u20131197.<\/p>\n\n\n\n Albarrac\u00edn, L. & Gorgori\u00f3, N. (2018). Students estimating large quantities: From simple strategies to the population density model<\/a>. EURASIA Journal of Mathematics, Science and Technology Education, 14<\/em>(10), 1\u201315.<\/p>\n\n\n\n Beltr\u00e1n-Meneu, M. J., Murillo-Arcila, M., & Albarrac\u00edn, L. (2017). Emphasizing visualization and physical applications in the study of eigenvectors and eigenvalues<\/a>. Teaching Mathematics and its Applications<\/em>, 36<\/em>(3), 123-135.<\/p>\n\n\n\n Pizarro, N., Gorgori\u00f3, N., & Albarrac\u00edn, L. (2017). Irrupci\u00f3n de un concepto en el curr\u00edculo: profesores de primaria definen y aplican el concepto de estimaci\u00f3n de medida<\/a>. Dilemas contempor\u00e1neos: Educaci\u00f3n, Pol\u00edtica y Valores<\/em>, 5<\/em>(1), 1-27.<\/p>\n\n\n\n Albarrac\u00edn, L., Aymerich, \u00c0., & Gorgori\u00f3, N. (2017). An open task to promote students to create statistical concepts through modelling<\/a>. Teaching Statistics<\/em>, 39<\/em>(3), 100-105.<\/p>\n\n\n\n Mengual, E., Gorgori\u00f3, N., & Albarrac\u00edn, L. (2017). An\u00e1lisis de las actividades propuestas por un libro de texto: el caso de la medida<\/a>. REDIMAT<\/em>, 6<\/em>(2), 136-163.<\/p>\n\n\n\n Ferrando, I., Albarrac\u00edn, L., Gallart, C., Garc\u00eda-Raffi, L. M., & Gorgori\u00f3, N. (2017). An\u00e1lisis de los modelos matem\u00e1ticos producidos durante la resoluci\u00f3n de problemas de Fermi<\/a>. Bolema – <\/em>Boletim de Educa\u00e7\u00e3o Matem\u00e1tica<\/em>, 31<\/em>(57), 220-242.<\/p>\n\n\n\n Stohlmann, M. S., & Albarrac\u00edn, L. (2016). What is known about elementary grades mathematical modelling<\/a>. Education Research International<\/em>, 2016<\/em>. Article ID 5240683.<\/p>\n\n\n\n Hern\u00e1ndez-Sabat\u00e9, A., Joanpere, M., Gorgori\u00f3, N., & Albarrac\u00edn, L. (2015). Mathematics learning opportunities when playing a tower defense game<\/a>. International Journal of Serious Games<\/em>, 2<\/em>(4), 57-71.<\/p>\n\n\n\n Albarrac\u00edn, L., & Gorgori\u00f3, N. (2015). A brief guide to modelling in secondary school: estimating big numbers<\/a>. Teaching Mathematics and Its Applications<\/em>, 34<\/em>(4), 223-228.<\/p>\n\n\n\n Albarrac\u00edn, L., & Gorgori\u00f3, N. (2014). Devising a plan to solve Fermi problems involving large numbers<\/a>. Educational Studies in Mathematics<\/em>, 86<\/em>(1), 79-96.<\/p>\n\n\n\n Albarrac\u00edn, L., & Gorgori\u00f3, N. (2013). Problemas de estimaci\u00f3n de grandes cantidades: modelizaci\u00f3n e influencia del contexto<\/a>. Revista Latinoamericana de Investigaci\u00f3n en Matem\u00e1tica Educativa<\/em>, 16<\/em>(3), 289-315.<\/p>\n\n\n\n Albarrac\u00edn, L., & Gorgori\u00f3, N. (2013). Problemas de estimaci\u00f3n de magnitudes no alcanzables: estrategias y \u00e9xito en la resoluci\u00f3n<\/a>. PNA. Revista de Investigaci\u00f3n en Did\u00e1ctica de la Matem\u00e1tica<\/em>, 7<\/em>(3), 103-115.<\/p>\n\n\n\n