Prevalence of SARS-CoV-2 in Spain (ENE-COVID): a nationwide, population-based seroepidemiological study M Pollán, B Pérez-Gómez, R Pastor-Barriuso, J Oteo, MA Hernán, ... The Lancet 396 (10250), 535-544, 2020 | 2029 | 2020 |
Timing of surgery following SARS-CoV-2 infection: an international prospective cohort study COVIDSurg Collaborative Anaesthesia 76 (6), 748-758, 2021 | 563* | 2021 |
Un acercamiento a la investigación de diseño a través de los experimentos de enseñanza M Molina, E Castro, JL Molina, E Castro Enseñanza de las Ciencias 29 (1), 75-88, 2011 | 419 | 2011 |
Desarrollo de pensamiento relacional y comprensión del signo igual por alumnos de tercero de Educación Primaria M Molina Unpublished doctoral dissertation, University of Granada, Spain, 2006 | 217 | 2006 |
Una propuesta de cambio curricular: integración del pensamiento algebraico en educación primaria M Molina PNA 3(3), 135-156, 2009 | 168 | 2009 |
Materiales y recursos en el aula de matemáticas P Flores Martínez, JL Lupiáñez Gómez, L Berenger, A Marín, ... | 159 | 2011 |
Análisis Didáctico en Educación Matemática L Rico, JL Lupiáñez, M Molina | 116 | 2013 |
El razonamiento inductivo como generador de conocimiento matemático E Castro, MC Cañadas, M Molina Uno 54 (1), 55-67, 2010 | 116 | 2010 |
ENE-COVID Study Group Prevalence of SARS-CoV-2 in Spain (ENE-COVID): a nationwide, population-based seroepidemiological study M Pollán, B Pérez-Gómez, R Pastor-Barriuso, J Oteo, MA Hernán, ... Lancet 396 (10250), 535-544, 2020 | 115 | 2020 |
From an operational to a relational conception of the equal sign. Thirds graders’ developing algebraic thinking. M Molina, R Ambrose Focus on learning problems in mathematics 30 (1), 61-80, 2008 | 114 | 2008 |
Una aproximación al marco conceptual y principales antecedentes del pensamiento funcional en las primeras edades MC Cañadas, M Molina Investigación en Educación Matemática. Homenaje a Luis Rico, 209-218, 2016 | 92 | 2016 |
What is that equal sign doing in the middle?: Fostering relational thinking while negotiating the meaning of the equal sign M Molina, R Ambrose Teaching children mathematics, 2006 | 79* | 2006 |
Elementary students understanding of the equal sign in number sentences M Molina, E Castro, E Castro Electronic Journal of Research in Educational Psychology 17 (7(1)), 341-368, 2009 | 75 | 2009 |
Uso de representaciones y patrones por alumnos de quinto de educación primaria en una tarea de generalización E Merino Cortés, MC Cañadas Santiago, M Molina González Edma 0-6: Educación Matemática en la Infancia, 2013 | 74 | 2013 |
SARS‐CoV‐2 infection and venous thromboembolism after surgery: an international prospective cohort study COVIDSurg Collaborative, GlobalSurg Collaborative, D Nepogodiev, ... Anaesthesia 77 (1), 28-39, 2022 | 58 | 2022 |
Teaching experiments within design research M Molina, E Castro, E Castro The International Journal of Interdisciplinary Social Sciences 2 (4), 435-440, 2007 | 54 | 2007 |
Secondary school students’ errors in the translation of algebraic statements M Molina, S Rodríguez-Domingo, MC Cañadas, E Castro International Journal of Science and Mathematics Education 15, 1137-1156, 2017 | 48 | 2017 |
Elementary school students approaches to solving true/false number sentences M Molina, E Castro, J Mason PNA 2 (2), 75-86, 2008 | 47 | 2008 |
Enriching Arithmetic Learning by Promoting Relational Thinking. M Molina, E Castro, R Ambrose International Journal of Learning 12 (5), 2005 | 46 | 2005 |
Meanings given to algebraic symbolism in problem-posing MC Cañadas, M Molina, A del Río Educational Studies in Mathematics 98, 19-37, 2018 | 44 | 2018 |