Automated Author ProfileGironés, Germán Torregrosa
Gironés, Germán Torregrosa
Current S-Index
Sum of Dataset Indices for all datasets
Average Dataset Index per Dataset
Average Dataset Index per dataset
Total Datasets
Total datasets for this author
Average FAIR Score
Average FAIR Score per dataset
Total Citations
Total citations to the author's datasets
Total Mentions
Total mentions of the author's datasets
S-Index Interpretation
The S-Index (Sharing Index) is a comprehensive metric that represents the cumulative impact of all your datasets. It is calculated as the sum of Dataset Index scores across all your claimed datasets.
What it means:
- A higher S-index indicates greater overall impact of your datasets relative to typical datasets in their fields of research
- The S-Index grows as you add more datasets or as existing datasets gain more citations and mentions
- It provides a single number to track your research data impact over time
Current S-Index: 0.7 (sum of 2 datasets Dataset Index scores)
More information here.
S-Index Over Time
Cumulative Citations Over Time
Cumulative Mentions Over Time
Datasets
Abstract The transition from the first justifications of geometric properties in the school environment to the mathematic proof in a deductive context is an issue widely studied. From the Theory of Paradigms and Geometric Workspace, which provides a framework regarding the institutional environment in which the geometric activity is developed, we use the model of Configural Reasoning to study the resolver's geometric workspace when facing a task of proving a geometric property. We describe the discourse organization of high school students' responses to a four-task questionnaire in which they were asked to prove a geometric property, and we determine the configural reasoning that led them to those responses. This analysis allows us to provide evidence on the transition that students must undergo from their first experimental justifications in Natural Geometry to the valid mathematical reasoning proper of Natural Axiomatic Geometry. The Configural Reasoning is shown as a theoretical model with a great capacity for addressing the articulation between visualization and reasoning.
Authors
- Martínez, Juan Prior ;
- Gironés, Germán Torregrosa
Abstract The transition from the first justifications of geometric properties in the school environment to the mathematic proof in a deductive context is an issue widely studied. From the Theory of Paradigms and Geometric Workspace, which provides a framework regarding the institutional environment in which the geometric activity is developed, we use the model of Configural Reasoning to study the resolver's geometric workspace when facing a task of proving a geometric property. We describe the discourse organization of high school students' responses to a four-task questionnaire in which they were asked to prove a geometric property, and we determine the configural reasoning that led them to those responses. This analysis allows us to provide evidence on the transition that students must undergo from their first experimental justifications in Natural Geometry to the valid mathematical reasoning proper of Natural Axiomatic Geometry. The Configural Reasoning is shown as a theoretical model with a great capacity for addressing the articulation between visualization and reasoning.
Authors
- Martínez, Juan Prior ;
- Gironés, Germán Torregrosa