David Arnau Vera david.arnau@uv.es 

https://orcid.org/0000-0002-2849-8248

Teaching and learning arithmetic-algebraic word problem solving.

Teaching and learning arithmetic.

Teaching and learning algebra.

Use of modeling in the teaching of mathematics.

Affective and attitudinal aspects in relation to the learning and teaching of mathematics.

Study of the performance of the mathematics teacher based on classroom observation.

Lara Ferrando Esteve Lara.Ferrando@uv.es

Problem-solving: Study using magnetic resonance imaging.

Integration of the gender perspective in STEM fields.

César Gallart Palau cesar.gallart@uv.es 

Problem-solving and modeling approach.

Modeling in secondary education.

Juan Gutiérrez Soto juan.gutierrezsoto@uv.es

Theoretical and empirical analysis of arithmetic-algebraic word problems involving fractional quantities, focusing on the problem-solving strategies and difficulties exhibited by primary school students and pre-service teachers.

Study of the influence of reading fluency, reading skills, and reading comprehension on the interpretation and solution of arithmetic-algebraic word problems.

Teaching and learning processes related to rational numbers and problem-solving in primary education and initial teacher education.

Mathematics education, rational numbers, problem-solving, and initial teacher education for primary school teachers.

Resolution of arithmetic problems using technological environments.

Studies on gender diversity in ICT and STEM to reduce the gender gap in STEM careers.

Marta Pla Castells Marta.Pla@uv.es 

https://orcid.org/0000-0002-2088-2536

Use of modeling in mathematics education.

Analysis of mathematical errors in solving modeling tasks and their use in the training of future teachers.

Presentation of mathematical problems as a tool for teaching/learning.

María T. Sanz García m.teresa.sanz@uv.es 

https://orcid.org/0000-0003-1799-3099

Arithmetic-algebraic problems with fractional quantities, their rational and empirical analysis.

Speed, skill, and reading comprehension as the foundation for success in arithmetic-algebraic problem-solving.

Teaching-learning process of rational numbers and problem-solving.

Mathematics, rational numbers, problem-solving.

Carlos Segura Cordero carlos.segura@uv.es 

https://orcid.org/0000-0002-1457-5740

Use of modeling in the teaching of mathematics.

Cognitive and affective aspects in the resolution and posing of problems.

Teaching and learning of measurement and estimation of magnitudes.