PEM. Revista de Didáctica, Evaluación e Innovación

Current Issue

No. 7 (2025)

PEM. Revista de Didáctica, Evaluación e Innovación is a biannual digital publication dedicated to pedagogical works and studies and to issues investigated at different educational levels, from disciplinary, interdisciplinary, and transdisciplinary perspectives with an emphasis on Didactics, Evaluation, and Innovation.

DOI: https://doi.org/10.53382/issn.2735-7414.7.2025

Published: 2025-08-30

Editorial

Editorial

Dr. Carlos Muñoz Sánchez

2-2
- PDF (Spanish)

Interviews

Entrevista al Director Jorge Leiva Torres

Dr. Carlos Muñoz Sánchez

3-4
- PDF (Spanish)

Articles

Strengthening reading and writing in elementary education through didac-tic strategies based on colombian stories and tal

Dr. Huber Iván Ruano Ortiz

5-14
- PDF (Spanish)
Design and evaluation of digital platforms for teaching mathematics to students with ASD and ADHD

Dra. Celia Gallardo Herrerias

15-20
- PDF
Redefining teacher mentoring: a methodological design proposal that pro-motes improved practices through pedagogical and curricular manage-ment

Mg. Darlin Marlen Rodríguez Becerra

21-29
- PDF (Spanish)
Teachers’ perspectives on icts and their impact on reading comprehension in secondary education

Mg. Ibán D. Zambrano

30-35
- PDF (Spanish)
Teaching practices and reconstruction of pedagogical intervention based on classroom support models in rural and urban educational institutions in four regions of Colombia

Mg. Sandra Emilce Vivas Ramírez, Mg. Leidy Diana Ruales Osorio, Mg. Carlos Alfredo Castillo Caballero , Mg. Hamlet Nicolás Figueroa García

36-41
- PDF (Spanish)

View All Issues

PEM. Revista de Didáctica, Evaluación e Innovación

Current Issue

Editorial

Editorial

Interviews

Entrevista al Director Jorge Leiva Torres

Articles

Strengthening reading and writing in elementary education through didac-tic strategies based on colombian stories and tal

Design and evaluation of digital platforms for teaching mathematics to students with ASD and ADHD

Redefining teacher mentoring: a methodological design proposal that pro-motes improved practices through pedagogical and curricular manage-ment

Teachers’ perspectives on icts and their impact on reading comprehension in secondary education

Teaching practices and reconstruction of pedagogical intervention based on classroom support models in rural and urban educational institutions in four regions of Colombia

Language

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