María José Cáceres García

Background

I have always been passionate about mathematics, which is why I studied for a Bachelor’s degree in Mathematical Sciences at the University of Salamanca and the Complutense University of Madrid, Spain. However, what truly sparked my interest as a researcher was not numbers, but people. This led me to pursue a PhD in Mathematics Education at the University of Salamanca. Early in my research career, I realized that two students could approach the same mathematical problem and follow entirely different paths to reach a solution. Understanding why this happens, how we think while learning, and how we can improve teaching became the central question that has guided my academic career ever since.

I am currently an Associate Professor of Mathematics Education at the University of Salamanca and Dean of the Faculty of Education in Zamora (Spain). My work combines research, teaching, and academic leadership—three dimensions that I consider inseparable. Research enables me to generate new knowledge; teaching provides the ideal environment in which to test and refine that knowledge; and academic leadership offers the opportunity to promote initiatives that enhance the education of future teachers.

My research has focused primarily on mathematics teacher education, mathematical problem solving, and the design of mathematical tasks in authentic contexts. I am particularly interested in how individuals develop problem-solving strategies, reflect on their own decisions, and engage in self-regulation during learning. In recent years, I have also expanded my research to explore mathematical creativity and the potential of STEAM approaches to foster more meaningful learning experiences connected to real-world situations and students’ everyday lives.

An important part of my work has involved designing research tools that make it possible to analyze these learning processes and better understand what happens when pre-service teachers design mathematical tasks, revise their own work, or participate in peer assessment. I am especially interested not only in the outcomes learners achieve, but also in the processes they follow to reach them. I firmly believe that understanding these processes is essential for improving education.

Throughout my career, I have participated in national and international research projects, published in peer-reviewed journals, and collaborated with researchers from different countries. Nevertheless, what I value most about research is its collaborative nature. The best ideas rarely emerge in isolation; they grow through dialogue, the exchange of perspectives, and a shared commitment to addressing questions that matter to society.

Joining MetaCOG Global represents an exciting opportunity to extend this line of research from an interdisciplinary perspective. I consider metacognition to be a fundamental component for understanding how we learn, how we regulate our thinking, and how we develop creativity when tackling complex problems. Integrating this perspective with research in mathematics education opens new possibilities for designing educational experiences that are more inclusive, equitable, and effective.

Beyond my research activities, I particularly enjoy mentoring students and early-career researchers as they take their first steps in academia. It is immensely rewarding to see an initial idea evolve into a solid research project and to witness how research can transform not only educational practice but also the way people understand learning itself.

Ultimately, I continue to pursue research with the same curiosity that inspired my very first question: What happens in a person’s mind when they attempt to solve a problem? I am convinced that a deeper understanding of this question will help us build an education system that is more human, more creative, and capable of providing greater opportunities for everyone.