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This research reports the implementation of an evaluation instrument of the slope concept in high school students. The design of this study was based on four dimensions: Skills, Properties, Uses and Representations (SPUR model; Thompson & Kaur, 2011) and on three conceptualizations: constant ratio, behavior indicator and trigonometric conception. This work adopts a qualitative approach to analyze the students' productions and a quantitative approach when obtaining the percentages of the student's responses. The general objective of the work is to evaluate the effect produced by a group of tasks designed with the SPUR model on the slope concept in high school students. The results show that students have traditional conceptualizations of the slope as a constant ratio and trigonometric conception. However, these conceptualizations emphasize more procedural aspects than conceptual ones. This finding could partially explain why students can solve certain tasks of procedural nature but not conceptual tasks that usually require a multifaceted view of the slope.

Technology, globalization, and work environments are changing the educational environment which has necessitated to train teachers and students. Teachers who recognize the potential benefits of blended learning for student achievement are more likely to embrace the integration of technology and use it to improve classroom teaching and learning. Blended learning (BL) is a teaching/learning method with a wide range of different techniques that emerge from online education, including the evolution of new ways of teaching, the openness to change, and the innovation of learning strategies. This research aimed to present the results and experiences of teachers and students of higher learning, emphasizing the use of the hybrid educational model against the traditional model. The findings revealed that students developed critical, reflective and constructive thinking and problem-solving skills when taught through BL or hybrid learning. The development of competencies in both students and teachers facilitating the construction of meaningful learning was also reported. The study recommends the need to make the use of BL in order to make their learning and skills development more coherent.

Online training permits or encourages a change in the teacher's role. It is in this sense that the objective of this paper was to analyze the implications of the application of an unconventional model to the teaching process, supported by Information and Communications Technology (ICT) and incorporating new methodological paradigms into the teaching-learning process for course presentation and management, encouraging students to change the role they have played to date, given their preliminary training process, which has been based, nearly always, on a traditional model. Using online courses to support the student-centered teaching-learning process involves knowing what features the online teacher must have and how teachers can help their students in their new role. On the other hand, it is important to employ the lessons learned by traditionalist teachers, because the latter can take advantage of their experience to teach in a better way by implementing the use of information and communications technologies.