M. Pilar Vélez

Prof. Dr. M. Pilar Vélez

Nebrija University, Madrid, Spain
orcid

Research Focus & Metrics

Academic Career Length

33Years (1994-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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1 July 1999 in Journal of Automated Reasoning
Verified
Journal Article
Closed access
PDF file
TRTomas Recio
Tomas Recio
M. Pilar VélezM. Pilar Vélez
M. Pilar Vélez

1 May 2009 in Journal of Symbolic Computation
Verified
Journal Article
Closed access
RRR. Rubio
R. Rubio
JSJ.M. Serradilla
J.M. Serradilla
M. Pilar VélezM. Pilar Vélez
M. Pilar Vélez

10 March 2022
Verified
Book Chapter
Closed access
PDF file
ZKZoltán Kovács
Zoltán Kovács
TRTomas Recio
Tomas Recio
M. Pilar VélezM. Pilar Vélez
M. Pilar Vélez

17 October 2018 in Revista Matemática Complutense
Verified
Journal Article
Closed access
PDF file
ZKZoltan Kovacs
Zoltan Kovacs
TRTomas Recio
Tomas Recio
M. Pilar VélezM. Pilar Vélez
M. Pilar Vélez

2 November 2020 in International Journal of Mathematical Education in Science and Technology
Verified
Journal Article
Closed access
ZKZoltan Kovacs
Zoltan Kovacs
TRTomas Recio
Tomas Recio
PRPhilippe R. Richard
Philippe R. Richard
SVSteven Van Vaerenbergh
Steven Van Vaerenbergh
M. Pilar VélezM. Pilar Vélez
M. Pilar Vélez
In this study, we explore automated reasoning tools (ART) in geometry education and we argue that these tools are part of a wider, nascent ecosystem for computer-supported geometric reasoning. To provide some context, we set out to summarize the capabilities of ART in GeoGebra (GGb), and we discuss the first research proposals of its use in the classroom. While the design and development of ART have been embraced already by several teams of mathematics researchers and developers, the educational community, which is an essential actor in this ecosystem, has not provided sufficient feedback yet on this new technology. We therefore propose a concrete path for incorporating ART in the classroom. We outline a set of necessary procedures towards this goal, and we include a discussion on the benefits and concerns arising from the use of these automated tools in the mathematical learning process.

1 March 2020 in Journal of Symbolic Computation
Verified
Journal Article
Closed access
ZKZoltán Kovács
Zoltán Kovács
TRTomás Recio
Tomás Recio
M. Pilar VélezM. Pilar Vélez
M. Pilar Vélez