TORRES, C.(2020). Developing Teacher's Didactic Analysis Competence by Means of a Problem-Posing Strategy and the Quality of Posed Mathematical Problems. En Education and Technology in Sciences. (pp. 88 - 100). CHAM. Springer. Recuperado de: https://link.springer.com/chapter/10.1007/978-3-030-45344-2_8
TORRES, C.(2020). Developing Teachers¿ Didactic Analysis Competence by Means of a Problem-Posing Strategy and the Quality of Posed Mathematical Problems. En Education and Technology in Sciences. (pp. 88 - 100). Springer. Recuperado de: https://link.springer.com/chapter/10.1007/978-3-030-45344-2_8
TORRES, C.(2020). Una estrategia de invención de problemas para estimular el desarrollo de la competencia de análisis didáctico en profesores de matemática. En X Congreso Internacional sobre Enseñanza de las Matemáticas. (pp. 340 - 358). LIMA. Pontificia Universidad Católica del Perú. Recuperado de: http://repositorio.pucp.edu.pe/index/handle/123456789/171568
MALASPINA, U. V. y TORRES, C.(2019). Teaching of discontinuous functions of one or two variables: A didactic experience using problem posing and levels of cognitive demand. En Eleventh Congress of the European Society for Research in Mathematics Education. Freudenthal Group, Freudenthal Institute, ERME. Recuperado de: https://hal.archives-ouvertes.fr/hal-02422652/
TORRES, C. y MALASPINA, U. V.(2018). IMPROVING IN-SERVICE TEACHERS' PROBLEM POSING SKILL BY MEANS OF DIDACTIC REFLECTION. En 42nd Conference of the International Group for the Psychology of Mathematics Education. (pp. 176 - 176). UMEÄ. PME. Recuperado de: http://www.igpme.org
