Santos-Trigo, M. (2019). Mathematical Problem Solving and the of Digital Technologies. En Liljedahl P., Santos-Trigo M. (eds) Mathematical Problem Solving. ICME-13 Monographs, 63-89. Springer, Cham.

Aguilar-Magallón, D., Poveda, W. E., & Gómez-Arciga, A. (2018). POSING AND SOLVING PROBLEMS IN FIGURE RECONSTRUCTION THROUGH DYNAMIC MODELS. En T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Pyschology of Mathematics Education (pp. 1219-1226). Greenville, SC: University of South Carolina & Clemson University.

Gómez-Arciga, A., Olvera-Martínez, C., Aguilar-Magallón, D., & Poveda, W. E. (2018). Digital Reasoning: Representing, exploring and solving WORD problems through the use of GEOGEBRA. En T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Pyschology of Mathematics Education (pp. 1171-1186). Greenville, SC: University of South Carolina & Clemson University.

Luz Manuel Santos-Trigo y Daniel A. Aguilar Magallón. (2018). Resolución de problemas matemáticos: del trabajo de Pólya al razonamiento digital. En A. Ávila (Coordinadora), Rutas de la Educación Matemática. 30 años de investigación en la revista Educación Matemática, Primera Edición 2018, ISBN: 978-607-98263-1-4, pp. 148-167.

Manuel Santos-Trigo & Isaid Reyes-Martínez (2018): High school prospective teachers´ problem-solving reasoning that involves the coordinated use of digital technologies. International Journal of Mathematical Education in Science and Technology, DOI: 10.1080/0020739X.2018.1489075. ISSN: 0020-739X (Print) 1464-5211 (Online), Taylor & Francis.

Poveda, W. E., Aguilar-Magallón, D., & Gómez-Arciga, A. (2018). PROBLEM SOLVING AND THE USE OF DIGITAL TECHONOLOGIES IN A MOOC: DESIGN AND IMPLEMENTATION. En T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Pyschology of Mathematics Education (pp. 1203-1218). Greenville, SC: University of South Carolina & Clemson University.

Santos-Trigo, M., Suaste E. & Figuerola, P. (2018). Technology design and routes for tool appropriation in medical practices. En M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology, fourth Edition, pp. 3794-3804. DOI: 10.4018/978-1-5225-2255-3.ch329. Hershey PA: IGI Global.

Aguilar-Magallón, D. & Poveda, W. (2017). Problem Posing Opportunities Whith Digital Technology in Problem Solving Environments. In E. Galindo & J. Newton, (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1313-1320). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Barrera-Mora, F. y Reyes-Rodriguez, A. (2017). Tareas con diversas soluciones, estructura conceptual en profesores de matemáticas. Revista Electrónica de Investigación Educativa, 19(7), 110-122.

Poveda, W. & Aguilar-Magallón, D. (2017). Mathematical Problem Solving and Digital Technologies in a Massive Online Course. In E. Galindo & J. Newton, (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1361-1368). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.

Reyes-Rodríguez, A., Santos-Trigo, M., & Barrera-Mora, F. (2017) The construction of a square through multiple approaches to foster learners' mathematical thinking. Teaching Mathematics and Its Applications, 36:3, 167-181. doi:10.1093/teamat/hrw022, ISSN 0268-3679, E-ISSN 1471-6976, Oxford University Press.

Barrera-Mora, F., & Reyes-Rodriguez, A. (2016). Designing technology-based tasks for enhancing mathematical understanding through problem solving. In L. Uden, D. Liberona and B. Feldmann (Eds.), Learning Technology for Education in Cloud: The Changing Face of Education. Communications in Computer and Information Science 620 (pp. 183-192). Cham: Springer.

Camacho-Machín, M., Moreno, M., & Santos-Trigo, M. (2016). Revisiting Mathematical Textbooks Problems in a Technology Enhanced Learning Environment. In International Workshop on Learning Technology for Education in Cloud (pp. 3-14). Springer International Publishing.

Guerrero-Ortíz, C., Reyes-Rodriguez, A., & Espinosa-Perez, H. (2016). Using a dynamic geometry system to integrate analytic and synthetic knowledge in the solution of geometry problems. Int. J. Learning Technology, 11 (3), 179-197.

Liljedahl, P., Santos-Trigo, M., Malaspina, U., & Bruder, R. (2016). Problem Solving in Mathematics Education. Springer International Publishing.

Moreno-Armella, L., & Santos-Trigo, M. (2016). The use of digital technologies in mathe- matical practices: Reconciling traditional and emerging approaches. In L. English and D. Kirshner (Eds.), Handbook of international research in mathematics education, 3rd edition, (pp. 595-616). New York: Taylor and Francis

Reyes-Rodriguez, A., Santos-Trigo, M., & Barrera-Mora, F. (2016). The construction of a square through multiple approaches to foster learners’ mathematical thinking. Teaching Mathematics and its Applications: An International Journal of the IMA. 

Santos-Trigo, M. (2016). Digital technologies and mathematical problem solving: Redesigning resources, materials, and extending learning environments. In K. Newton (Ed.), Problem-Solving: Strategies, challenges and outcomes, pp. 32-49. NY: Nova Science Publishers.

Santos-Trigo, M., & Camacho, M. (2016). Digital Technologies and Mathematical Problem Solving: Redesigning Resources, Materials, and Extending Learning Environments. Problem-Solving: Strategies, Challenges and Outcomes. 31-50. 

Santos-Trigo, M., Moreno-Armella, L., & Camacho-Machín, M. (2016). Problem solving and the use of digital technologies within the Mathematical Working Space framework. ZDM Mathematics Education, 48(6), 827-842.

Santos-Trigo, M., & Moreno-Armella, L. (2016). The Use of Digital Technology to Frame and Foster Learners' Problem-Solving 2 Experiences. En P. Felmer et al. (eds.), Posing and Solving Mathematical Problems, Research in Mathematics Education, Springer-Verlag, DOI 10.1007/978-3-319-28023-3_12.

Santos-Trigo, M., & Reyes-Rodriguez, A. (2016). The use of digital technology in finding multiple paths to solve and extend an equilateral triangle task. International Journal of Mathematical Education in Science and Technology, 47 (1), 58-81.

Santos-Trigo, M., Reyes-Martínez, I., & Aguilar-Magallón, D. (2016). Digital Technologies and a Modeling Approach to Learn Mathematics and Develop Problem Solving Competencies. In International Workshop on Learning Technology for Education in Cloud  (pp. 193-206). Springer International Publishing.

Vargas-Alejo, V., Reyes-Rodriguez, A. (2016). Ciclos de entendimiento de los conceptos de función y variación. Educación Matemática, 28(2), 59-83.

Barrera-Mora, F., & Reyes-Rodriguez, A. (2015). La teoría de van Hiele: Niveles de pensamiento geométrico. Pädi. Boletín Científico de Ciencias Básicas e ingeniería del ICBI, 3(5).

Camacho, M., & Santos-Trigo, M. (2015). Aportes sobre resolución de problemas, tecnología y formación de profesores de matemáticas. En N. Planas (Ed.), Avances y realidades de la educación matemática (pp. 113-131). Barcelona, España: Graó.

Guerrero-Ortíz, C., Reyes-Rodriguez, A., & Espinosa-Perez, H. (2015). Integrating Synthetic and Analytical Aspects of Geometry Through Solving Problems Using a DGS. In L. Uden, D. Liberona and T. Welzer (Eds.), Learning Technology for Education in Cloud. Communications in Computer and Information Science 533 (pp. 283-297). Cham: Springer.

Reyes-Rodríguez, A., Vargas-Alejo, V., Cristóbal-Escalante, C, y Soberanis-Cruz, V. (2015). Formas de razonamiento que emergen al resolver problemas de máximos y mínimos con un SGD. Epsilon. Revista de Educación Matemática, 32 (3), 7-24.

Rondero-Guerreo, C., Reyes-Rodríguez, A. y Acosta-Hernández, J. A. (2015). Aspectos históricos del cálculo de Leibniz: incidencia y aplicación en la didáctica de las matemáticas. Números. Revista de Didáctica de las Matemáticas, 89, 55-68.

Santos-Trigo, M. (2015). La construcción de modelos dinámicos en el estudio de fenómenos de cambio o variación y la resolución de problemas. En C. Azcárate, M. Camacho-Machín, M. T. González y M. Moreno (Coords.), DIDÁCTICA DEL ANÁLISIS MATEMÁTICO: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM, 163-177. 

Santos-Trigo, M. (2015). La resolución de Problemas Matemáticos y el uso coordinado de tecnologías digitales. Cuadernos de Investigación y Formación en Educación Matemática, (15), 333-346.

Santos-Trigo, M. (2015). Uso coordinado de tecnologías digitales y competencias esenciales en la educación matemática del siglo XXI . En X. Martínez, P. Camarena (Eds.), La educación matemática en el siglo XXI (pp. 133-153). Ciudad de México, México: Instituto Politécnico Nacional. 

Santos-Trigo, M., & Camacho, M. (2015). Prospective high school teachers' coordinated use of digital technologies to extend mathematical problem solving reasoning. In I. M. Gómez-Chacón, J. Escribano, A. Kuzniak, & P. R. Richard (Eds.),Proceedings of the Fourth ETM Symposium (pp. 371-386). Madrid, España: Universidad Complutense de Madrid.

Santos-Trigo M., Gooya Z. (2015). Mathematical Problem Solving. In: Cho S. (eds) The Proceedings of the 12th International Congress on Mathematical Education. Springer, Cham.

Santos-Trigo, M., & Reyes-Rodriguez, A. (2015). The use of digital technology in finding multiple paths to solve and extend an equilateral triangle task. International Journal of Mathematical Education in Science and Technology, 47(1), 58-81.

Santos-Trigo, M., Reyes-Martínez, I., & Aguilar-Magallón, D. (2015). The Use of Digital Technology in Extending Mathematical Problem Solving Reasoning. In International Workshop on Learning Technology for Education in Cloud (pp. 298-309). Springer, Cham.

Manuel Santos-Trigo, Isaid Reyes-Martinez and Francisco Ortega-Moreno, (2015). Fostering and Supporting the Coordinated Use of Digital Technologies in Mathematics Learning. International Journal of Learning Technology. 10(3), 251-270.

Santos-Trigo, M., Suaste, E., & Figuerola, P. (2015). Technology and tools appropriation in medical practices. In Encyclopedia of Information Science and Technology, Third Edition (pp. 5633-5640). IGI Global.

Santos-Trigo, M. (2014). La Construcción de Modelos Dinámicos en el Estudio
 de Fenómenos e Cambio o Variación y la Resolución de Problemas. En C. Azcárate, M. Camacho-Machín, M. T. González y M. Moreno (Coords.) DIDÁCTICA DEL ANÁLISIS MATEMÁTICO: una revisión de las investigaciones sobre su enseñanza y aprendizaje en el contexto de la SEIEM  Servicio de Publicaciones. Universidad de La Laguna.

Santos-Trigo, M. (2014). La función cuadrática: Un enfoque de resolución de problemas. México: Trillas, Asociación Nacional de profesores de matemáticas. 

Santos-Trigo, M. (2014). Problem solving in mathematics education. En S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 496-501). New York: Springer.

Santos-Trigo, M., Camacho-Machín, M., & Olvera-Martínez, C. (2014). Preservice high school teachers’ construction and exploration of dynamic models of variation phenomena. En S. Carreira, N. Amado, K. Jones, & H. Jacinto (Eds.), Proceedings of the Problem Web International Conference: Technology, creativity and affect in mathematical problem solving (pp. 96-107). Faro, Portugal: Universidade do Algarve.

Santos-Trigo, M. & Reyes-Martínez, I. (2014). The coordinated use of digital technologies in learning environments. En L. Uden, J. Sinclair, Y. Tao, & D. Liberona (Eds.), Learning Technology for Education in Cloud. MOOC and Big Data (Vol. 446, pp. 61–71). Switzerland: Springer International Publishing.