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Project managers tend to confront multiple challenges in Global Software Development (GSD), including misunderstandings about the project requirements, complex estimations of costs, risks and efforts, along with increases in task allocation and a lack of coordination. “Soft skills” play a fundamental role in solving these challenges, as they are the human or social abilities that facilitate the resolution of conflicts and involve dealing with people and managing projects in their most social and creative dimension. However, developing the soft skills that allow project managers to lead in an effective manner is not an easy task, especially in global or distributed environments, where coordination and control problems are commonplace. One suitable mechanism with which to develop these soft skills is that of serious games, which focus on learning by doing and allow users to simulate real scenarios. The authors of this paper are aware of the usefulness of this type of teaching method and have, therefore, developed the serious game described herein. This serious game is denominated as Global Manager and is focused on helping both students and novice project managers to become aware of the factors that may affect GSD projects. Global Manager was evaluated by means of a quasi-experiment based on a pretest-posttest design, which was used in order to assess whether the game can increase the players’ awareness and knowledge of the factors that a project manager should consider in GSD projects. The results obtained after evaluating the game were quite satisfactory, as the game taught the players to differentiate between global and distributed software projects, and to experience situations that may and do occur in these settings. Furthermore, Global Manager helped improve players' perceptions of the importance of different influencing factors in GSD.

El objetivo de este trabajo es describir una propuesta de enseñanza que promueva el pensamiento algebraico a través de la expresión y justificación de ideas matemáticas al resolver tareas relacionadas con tres enfoques distintos del pensamiento algebraico. Diseñamos un experimento de enseñanza implementado durante la pandemia de la COVID-19 en Chile. Analizamos las discusiones orales y las producciones escritas de niños de cuarto de primaria (9-10 años). Los resultados muestran que los niños expresaron y justificaron ideas algebraicas cada vez más sofisticadas. Es decir, adoptaron paulatinamente un lenguaje matemático más preciso y abstracto. Concluimos que esta modalidad de trabajo, en la cual se destaca el carácter algebraico de la aritmética a través de diversas instancias de discusión, es un aporte para los docentes, al guiarlos en abordar los desafíos de enseñanza actuales. The aim of this paper is to describe a teaching proposal that promotes algebraic thinking through the expression and justification of mathematical ideas when solving tasks related to three different approaches to algebraic thinking. We designed a classroom teaching experiment implemented during the COVID pandemic in Chile. We analyze the oral discussions and the written productions of children in fourth grade (9-10 years old). The results show that the children expressed and justified increasingly sophisticated algebraic ideas. That is, they gradually adopted a more precise and abstract mathematical language. We conclude that this modality of work, in which the algebraic character of arithmetic is highlighted through various instances of discussion, is a contribution for teachers, by guiding them in addressing current teaching challenges.

The research described in this paper was conducted with funding provided by Spain’s National Research Agency (Spanish initials, AEI) and the European Regional Development Fund (ERDF) under projects EDU2016-75771-P and PID2020-113601GB-I00. Funding for open access charge: Universidad de Granada / CBUA., This paper describes the difficulties faced by a group of middle school students (13- to 15-year-olds) attempting to translate algebraic statements written in verbal language into symbolic language and vice versa. The data used were drawn from their replies to a written quiz and semi-structured interviews. In the former, students were confronted with a series of algebraic statements and asked to choose the sole translation, of four proposed for each, that was semantically congruent with the original. The results show that most of the errors detected were due to arithmetic issues, especially around the distinction between product and exponent or sum and product in connection with the notions of perimeter and area. As a rule, the error distribution by type varied depending on the type of task involved., Spain’s National Research Agency (Spanish initials, AEI) and the European Regional Development Fund (ERDF) under projects EDU2016-75771-P and PID2020-113601GB-I00, Funding for open access charge: Universidad de Granada / CBUA.

Summary Background Spain is one of the European countries most affected by the COVID-19 pandemic. Serological surveys are a valuable tool to assess the extent of the epidemic, given the existence of asymptomatic cases and little access to diagnostic tests. This nationwide population-based study aims to estimate the seroprevalence of SARS-CoV-2 infection in Spain at national and regional level. Methods 35 883 households were selected from municipal rolls using two-stage random sampling stratified by province and municipality size, with all residents invited to participate. From April 27 to May 11, 2020, 61 075 participants (75·1% of all contacted individuals within selected households) answered a questionnaire on history of symptoms compatible with COVID-19 and risk factors, received a point-of-care antibody test, and, if agreed, donated a blood sample for additional testing with a chemiluminescent microparticle immunoassay. Prevalences of IgG antibodies were adjusted using sampling weights and post-stratification to allow for differences in non-response rates based on age group, sex, and census-tract income. Using results for both tests, we calculated a seroprevalence range maximising either specificity (positive for both tests) or sensitivity (positive for either test). Findings Seroprevalence was 5·0% (95% CI 4·7–5·4) by the point-of-care test and 4·6% (4·3–5·0) by immunoassay, with a specificity–sensitivity range of 3·7% (3·3–4·0; both tests positive) to 6·2% (5·8–6·6; either test positive), with no differences by sex and lower seroprevalence in children younger than 10 years (10%) and lower in coastal areas (

This article describes part of the findings of a teaching experiment whose objective is to investigate the algebraic abilities of elementary students when they solve situations that involve a functional relationship. In particular, we focus on describing the use and meanings attributed to letters by third-year primary school students when faced with verbal problems related to the generalisation of a functional relationship. Drawing from the functional approach to early algebra and set in Spain, the study expands on earlier research conducted on primary school students’ use of letters in algebraic contexts. Their initial reactions to the use of letters to represent indeterminate quantities and how those reactions changed in the course of three sessions are described. Analyses of the students’ written answers together with their participation in group discussions yield qualitative data on how students associate the idea of variability with indeterminate quantities and use letters, numbers or both to represent that notion.

The ability to generalize and represent generalizations exhibited by eight fourth-grade students was analysed in this descriptive study, designed around a semi-structured interview involvin...

In the context of early algebra research and as part of a classroom teaching experiment (CTE), we investigated fourth grade (9- to 10-year-old) students’ justifications of how they performed tasks involving the functional relationship y = 2x. We related their written justifications (part of the task) to the task characteristics, which included various semiotic systems (verbal, numerical and alphanumeric, among others) and the demand of different type of justifications. The role of classroom discussion in helping express the functional relationship orally in more sophisticated terms was also investigated. The findings showed that students’ written justifications changed with the semiotic system involved in the task. Oral discussion helped students generalize in more sophisticated terms than in their written justifications, in which they omitted information or used less precise language.

A partir de un análisis microgenéticodel proceso de generalización de tres estudiantes de cuarto de primaria, se describe cómo construyen, dan sentido y expresan una relación funcional en un contexto de resolución de problemas. Los resultados contribuyen a la comprensión y reflexión sobre laintegración del enfoque funcional en las aulas de primaria. Se distinguen diferentes grados de sofisticación en el proceso de generalización según los medios semióticos empleados. Uno de los estudiantes expresa de forma explícita la generalización mientras que en los otros dos casos queda implícita en las acciones de los estudiantes sugiriendo una incipiente conciencia sobre lo indeterminado o presencia de la analiticidad., Based on a microgenetic analysis of the generalization process of three fourth grade students, we describe how they construct, make sense of and express a functional relationship in a problem-solving context. The results contribute to the understanding and reflection on the implementation of the functional approach in primary classrooms.Different degrees of sophistication in the generalization process are distinguished according to the semiotic means employed. One of the students explicitly expresses generalization while in the other two cases it is implicit in the students' actions suggesting an incipient awareness of indeterminacy or presence of analyticity.

[ES] En este estudio utilizamos la generación de ejemplos y la definición de conceptos por estudiantes para indagar en el conocimiento conceptual implícito y explícito del concepto ecuación que han adquirido en la Educación Secundaria. Los estudiantes mostraron facilidad para generar ejemplos de ecuaciones y determinar diferencias entre ellos, dando evidencias de su conocimiento conceptual implícito. En cuanto al explícito, manifestaron dificultades para definir el concepto ecuación. Generar ejemplos les ayudó a identificar elementos comunes, generalizar y expresar verbalmente, aunque con ciertas limitaciones, lo que para ellos es una ecuación., [EN]In this study, we use the generation of examples and the definition of concepts by students to study their implicit and explicit conceptual knowledge of the concept of equation acquired in secondary education. Students showed facility to generate examples of equations and to determine differences between them, giving evidences of their implicit conceptual knowledge. As for the explicit knowledge, they evidenced difficulties in defining the concept of equation. Generating examples helped them to identify common elements, to generalize and to express verbally, although with some limitations, what an equation is for them.

Presentamos un estudio en el que se analizan los resultados y los procesos empleados en tareas de estimación de cantidades continuas de longitud, superficie, capacidad y masa, por estudiantes de tercero de Educación Secundaria Obligatoria (ESO) y estudiantes universitarios del Grado de Educación Primaria. Los resultados ponen de manifiesto que no hay diferencias entre ambos grupos de sujetos. Los participantes son buenos estimadores en el caso de las magnitudes longitud y superficie pero subestiman en capacidad y masa. No se detectan grandes diferencias en los procesos y estrategias empleados, salvo un uso mayor y más efectivo del empleo de fórmulas por los futuros maestros.Comparative Study of Secondary Students and Prospective Primary Teachers´ Estimation Skills of Continuous QuantitiesIn this paper we analyze the results and processes used by third-year secondary students and prospective elementary teachers in estimation tasks of continuous quantities of length, surface, capacity and mass. The results show no differences between both groups of students. Both are good estimators of length and surface but underestimate capacity and mass. No big differences are detected in the processes and strategies used, except a higher and more effective use of formulas in the case of prospective teachers.Handle: http://hdl.handle.net/10481/48174WOS-ESCIScopus record and citations

Objective To determine the frequency of cystic fibrosis (CF) carriers among sperm donors in Spain studied through a complete analysis of the CFTR gene and to compare the results with those that would have been obtained by the 4 genotyping panels of the CFTR gene most commonly used as a carrier test in the context of assisted reproduction in our country. Design Descriptive observational study. Setting Private center. Patients Nine hundred thirty-five sperm donors, from January 2014 to June 2019. Intervention None. Main Outcome Measure Presence of pathogenic variants in the CFTR gene. Results 17% of the donors were carriers of at least 1 pathogenic variant in CFTR, with 39 different pathogenic variants detected. Only 4 of these 39 variants (10.27%) would have been detected by the 4 genotyping tests considered, and 22 variants (56.41%) would not have been detected by any of the genotyping tests. The pathogenic variants of the CFTR gene included in the different genotyping tests analyzed vary widely, and Conclusions Although the was not based in the general population, these results show that the use of genotyping tests is associated with a high reproductive risk, because the rate of detection of CF carriers was lower when these panels were applied, in comparison with the complete study of the CFTR gene. We recommend that complete sequencing of the CFTR gene by next-generation sequencing be performed as a screening method for CF in sperm donors.

Presentamos un estudio de caso que se enmarca dentro de un experimento de enseñanza dirigido a analizar la implementación de la modelización matemática en un aula de ingeniería. Analizamos cómo una estudiante se apropia del proceso de modelización a lo largo de varias sesiones. Se detecta una concepción no unidireccional del proceso de modelización, con riqueza de interacción entre sus fases y omisión de acciones claves en la matematización y desmatematización del problema. Este estudio aporta información detallada de utilidad para la implementación de la modelización en el aula. Modeling in an engineering classroom: a case study within a teaching experiment We describe a case study framed within a teaching experiment aimed to analyze the implementation of mathematical modeling in an engineering classroom. We analyze how a student implements the process of modeling along several sessions. We detect a non-unidirectional conception of the modeling process, with a rich interaction among its phases and lack of some key actions in the mathematization and des-mathematization of the problem. This study provides detailed information of use for the implementation of modeling in the classroom. Handle: http://hdl.handle.net/10481/44147WOS-ESCI

In this article, we present the results of a research study that explores secondary students’ capacity to perform translations of algebraic statements between the verbal and symbolic representation systems through the lens of errors. We classify and compare the errors made by two groups of students: one at the beginning of their studies in school algebra and another one completing their studies on algebra in compulsory education. This comparison allows us to detect errors which require specific attention in instruction due to its persistence and to identify errors that disappear as students advance in their study of algebra. The results and conclusions have pedagogic value to inform instruction and also lead to backed conjectures and research questions to push forwards research on student’s translation capacity and students’ knowledge of algebraic symbolism.

Este artículo describe parte de una investigación sobre las traducciones de expresiones algebraicas, entre los sistemas de representación simbólico y verbal, que realizan escolares de educación secundaria. El objetivo principal abordado es identificar y clasificar los errores en los que incurren los estudiantes al realizar dichas traducciones. Entre los resultados obtenidos destacamos la influencia de las características del simbolismo algebraico en los errores cometidos en la traducción de expresiones verbales a simbólicas y la mayor facilidad para traducir enunciados del sistema de representación simbólico al verbal.Errors in the Translation of Algebraic Statements between Symbolic and Verbal Representation SystemsThis article describes part of a study on secondary students’ translations between the symbolic and the verbal representation systems. The main objective is to identify and classify the errors they made when performing these translations. Among the obtained results we highlight the influence of the characteristics of algebraic symbolism in the errors made when translating from verbal to symbolic expressions and the larger ease to translate statements from the symbolic to the verbal representation system.Handle: http://hdl.handle.net/10481/36051WOS-ESCINº de citas en WOS (2017): 1 (Citas de 2º orden, 0)

[EN] Some errors in the learning of algebra suggest students have difficulties giving meaning to algebraic symbolism. In this paper, we use problem posing in order to analyze the students’ capacity to assign meaning to algebraic symbolism and the difficulties that students encounter in this process depending on the characteristics of the algebraic statements given. We designed a written questionnaire composed of eight closed algebraic statements expressed symbolically, which was administered to 55 students who had finished their compulsory education and that had some previous experience in problem posing. In our analysis of the data, we examine both syntactic and semantic structures of the problem posed. We note that in most cases students posed problems with syntactic structures different to those given. They did not include computations within variables, and changed the kinds of relationships connecting variables. Students easily posed problems for statements with additive structures. Other differences in the type of problems posed depend on the characteristics of the given statements.

La futura implementación del Espacio Europeo de Educación Superior (EEES) requiere reflexión sobre la forma de diseñar y desarrollar cursos de formación del profesorado. En esta reflexión, es importante reconsiderar, entre otras cuestiones, el papel de los futuros profe-sores en su propio proceso de aprendizaje y las competencias profesionales que deben des-arrollar en su educación superior. Desde 2004, la Universidad de Granada ha llevado a cabo el desarrollo de experiencias piloto para adaptarse en cierta medida a los programas de este nuevo marco, entre el que se encuentra el grado de Maestro de Educación Primaria. Este grado incluye varios cursos para promover el desarrollo del conocimiento matemático y didáctico de los futuros maestros. En este trabajo analizamos en primer lugar el proceso general de adaptación de dichos cursos. En segundo lugar, describimos su estructura teórica y práctica, con algunos ejemplos de actividades prácticas relacionadas con la Aritmética y el sentido numérico. Finalmente, se discuten algunos resultados de la implementación. Como respuesta al reto que supone la Declaración de Bolonia, desde 2001, más de 175 universidades europeas han trabajado intensamente para crear el Espacio Europeo de Educación Superior (EEES). Este proyecto no sólo es europeo. En 2004, cuando se creó el proyecto latino americano Tuning, muchas universidades latinoamericanas se sumaron a esta reflexión sobre la educación supe-rior guiada por intereses comunes, tales como (a) promocionar la compatibilidad, comparabi-lidad y competitividad en la educación superior, y (b) adaptar los programas a la necesidades de la sociedad tanto en el ámbito local como global (Beneitone, Esquetini, González, Maleta, y la Siufi Wagenaar, 2007). Dentro de este contexto, describimos aquí una experiencia innovadora en el esfuerzo por adaptar la formación en Educación Matemática de los futuros maestros de primaria a las nuevas directivas propuestas, dentro del actual marco jurídico español. Exponemos el proceso de adaptación y los resultados obtenidos en una experiencia piloto desarrollada en el Departamento de Didáctica de la Matemática de la Universidad de Granada.

Actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en matemáticasEste trabajo describe tendencias detectadas en las actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en la enseñanza y aprendizaje de las matemáticas, mediante opiniones emitidas en un cuestionario sobre actitudes diseñado para tal efecto. Se describe el proceso seguido para establecer categorías para las actitudes hacia el uso de tecnología puestas de manifiesto por los estudiantes en sus respuestas. Los resultados indican una tendencia de actitudes positivas.Undergraduate engineering students’ attitudes towards using technology in mathematicsThis paper describes trends detected in first year engineering students’ attitudes towards the use of technology in teaching and learning mathematics through opinions gathered in a survey about attitudes designed for this purpose. We describe the process followed to establish categories for the attitudes towards the use of technology evidenced by the students in their answers. The results indicate a trend of positive attitudes.Handle: http://hdl.handle.net/10481/27878

To explore whether teaching English-language learners (ELLs) with an emphasis on English story problems is appropriate, we compared the performance of a group of Latino first graders when working in Spanish and in English on two equivalent sets of story problems. The students’ performance was slightly higher in English than in Spanish but lower than monolingual students from other studies. ELLs’ success in English indicated that the children’s knowledge of conversational English was sufficient to comprehend story problems, leading us to conclude that teaching through story problems is a viable approach with ELLs., Afin de déterminer s'il convient d'enseigner les mathématiques aux apprenants en anglais langue étrangère enmettant l'accent sur les problèmes narratifs, nous avons comparé les performances d'un groupe d'étudiants latino-américains de première année lorsqu'ils travaillaient en espagnol et en anglais sur deux ensembles équivalents de problèmes narratifs. Les performances des étudiants sont légèrement supérieures en espagnol, mais inférieures à celles des élèves unilingues provenant d'autres programmes. Le succés des étudiants d'anglais langue étrangère indique que les habiletés de conversation anglaise des enfants étaient suffisantes pour qu'ils soient en mesure de comprendre les problèmes narratifs, ce qui nous porte à conclure que l'enseignement par le biais des problèmes narratifs constitue une approche valable avec les étudiants d'anglais langue étrangère.

Student responses to arithmetical questions that can be solved by using arithmetical structure can serve to reveal the extent and nature of relational, as opposed to computational thinking. Here, student responses to probes which require them to justify-on-demand are analysed using a conceptual framework which highlights distinctions between different forms of attention. We analyse a number of actions observed in students in terms of forms of attention and shifts between them: in the short-term (in the moment), medium-term (over several tasks), and long-term (over a year). The main factors conditioning students´ attention and its movement are identified and some didactical consequences are proposed., This study was funded by a Spanish national project of Research, Development and Innovation, identified by the code SEJ2006-09056, financed by the Spanish Ministry of Sciences and Technology and FEDER funds.

Se describe una propuesta curricular basada en la integración de modos de pensamiento algebraicos en el currículo de la educación primaria, la cual está siendo objeto de numerosas investigaciones en la actualidad. En este contexto, partiendo del constructo pensamiento relacional, se presentan resultados de un experimento de enseñanza, basado en el trabajo con sentencias numéricas, que ejemplifica el potencial de dicha propuesta y permite evidenciar la capacidad de alumnos de tercer curso de educación primaria para trabajar en aritmética de un modo algebraico. Proposal of a Curricular Change: Integration of Algebraic Thinking in Elementary Education We describe a curricular proposal, based on the integration of algebraic ways of thinking in the elementary curriculum, which is currently aim of numerous research studies. In this context and by using the construct relational thinking, we present some results from a teaching experiment based on working with number sentences. It exemplifies the potential of this proposal and allows us to evidence third grade students´ capacity to work algebraically in arithmetic.Handle: http://hdl.handle.net/10481/3475Nº de citas en WOS (2017): 10 (Citas de 2º orden, 28)Nº de citas en SCOPUS (2017): 4 (Citas de 2º orden, 10)

This paper focuses on eight-year old students’ ways of approaching true/false number sentences. The data presented here belongs to a teaching experiment in which the use of relational thinking when solving number sentences was explicitly promoted. The study of the way of using this type of thinking and of students’ structure of attention, allow us to make distinctions and to provide a description of students’ different behaviours. Métodos de alumnos de educación primaria para la resolución de sentencias numéricas verdaderas y falsas Este artículo se centra en las formas en que alumnos de ocho años abordan la resolución de sentencias numéricas verdaderas y falsas. Los datos que se presentan pertenecen a un experimento de enseñanza en el cual se promovió explícitamente el uso del pensamiento relacional en la resolución de sentencias numéricas. El estudio del modo en que es usado este tipo de pensamiento y de la estructura de la atención de los alumnos, nos permite distinguir y aportar una descripción de los diferentes comportamientos de los alumnos.Handle: http://hdl.handle.net/10481/3474Nº de citas en WOS (2017): 3 (Citas de 2º orden, 17)Nº de citas en SCOPUS (2017): 6 (Citas de 2º orden, 25)

A través de la actividad de invención de problemas, indagamos en el conocimiento conceptual del simbolismo algebraico que adquieren los estudiantes en la educación secundaria obligatoria. Concretamente, se identifican las características de ecuaciones y sistemas que dificultan a los estudiantes la tarea de inventar un problema; entre ellas: la inclusión de más de una incógnita y la presencia de la misma incógnita a ambos lados del signo igual, de coeficientes superiores a dos y de operaciones multiplicativas entre incógnitas. También se analizan los significados que dan a las incógnitas y operaciones contenidas en las expresiones, donde se detecta una mayor facilidad para dar significado a la estructura aditiva que a la multiplicativa. A través de l'activitat d'invenció de problemes, indaguem en el coneixement conceptual del simbolisme algebraic que adquireixen els estudiants a l'educació secundària obligatòria. Concretament, s'identifiquen les característiques d'equacions i sistemes que dificulten als estudiants la tasca d'inventar un problema; entre elles: la inclusió de més d'una incògnita i la presència de la mateixa incògnita a banda i banda del signe igual, de coeficients superiors a dos i d'operacions multiplicatives entre incògnites. També s'analitzen els significats que donen a les incògnites i operacions contingudes en les expressions, on es detecta una major facilitat per donar significat a l'estructura additiva que a la multiplicativa. Through the activity of problem posing, we inquire into the conceptual knowledge of algebraic symbolism which students develop in compulsory secondary education. We focus on identifying the characteristics of equations and systems that made the problem posing task difficult for the students; among them: the inclusion of more than one unknown and the presence of the same unknown in both sides of the equal sign, coefficient higher than two and multiplicative operations among the unknowns. We also analyze the meanings that they give to the unknowns and the operations contained in the given expressions, and identify greater facility to assign meaning to the additive structure than to the multiplicative one.

En este documento presentamos algunos de los resultados de un estudio que aporta evidencias de la capacidad, de los alumnos de tercero de educación primaria, para desarrollar pensamiento relacional y comprensión del significado del signo igual “equivalencia numérica”, trabajando en un contexto de igualdades numéricas. Working with Numeric Equalities for Promoting Relational Thinking In this document we present some of the results of a study which provides evidence of third grade students´ capacity to develop relational thinking and understanding of the meaning of the equal sign “numerical equivalence”, both in a context of number sentences.Handle: http://hdl.handle.net/10481/3473Nº de citas en WOS (2017): 4 (citas de 2º orden, 1)Nº de citas en SCOPUS (2017): 3 (citas de 2º orden, 2)

Following the Early Algebra proposal of integrating algebraic thinking in elementary mathematics, we focus our attention on the development of relational thinking within arithmetic contexts. This thinking encourages exploring relations between numbers and between operations promoting a meaningful learning of Arithmetic and the development of a good foundation for the formal study of Algebra. In this document we present data from a study of third grade students who developed relational thinking in the context of discussions about number sentences.

[EN] In this paper we explore some of factors that affect bilingual students’ comprehension of story problems: vocabulary, syntax, cultural relevance and understanding of the word problem genre. In an effort to determine how these factors interact, we asked 18 Spanish/English bilingual children to retell and solve arithmetic story problems in their first and second language in one-on-one interviews. We found that students attempted to build meaningful representations with coherence among events and actions and manipulated the quantities according to their interpretation. Occasional unfamiliar vocabulary tended not to be an issue. Children made inferences drawing on their personal experiences to make the texts more coherent. It was not so much the surface features of the text including syntax and vocabulary that interfered with children’s interpreting them successfully, rather it was the situations and the limited information provided about them that affected comprehension. We conclude with implications for teachers and textbook writers.

La investigación de diseño (design research) es un paradigma metodológico relativamente joven que está siendo de gran utilidad en el campo de la Didáctica de las Ciencias. En este trabajo aportamos una descripción general de dicho paradigma centrándonos más detalladamente en la metodología concreta de los experimentos de enseñanza. Presentamos y ejemplificamos las principales características de este tipo de estudios, enriqueciendo la descripción aportada por la literatura con las conclusiones extraídas en nuestra experiencia en su puesta en práctica. Nuestro objetivo es contribuir a su divulgación y desarrollo, así como promover la reflexión y discusión sobre este paradigma. Design Research is a relatively young methodological paradigm which is being useful in Science Education research. In this paper we provide a general description of this paradigm and focus on more detail in the specific methodology of teaching experiments. We present and exemplify the main characteristics of this type of studies, enriching the description provided by the literature with what we learned in its application. Our objective is to contribute to its divulgation and development, as well as to promote reflection and discussion on this paradigm.