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Introduction. Moved by our interest in the curricular proposal of integrating algebraic think-

We present an analysis of the inductive reasoning of twelve Spanish secondary students in a mathematical problem-solving context. Students were interviewed while they worked on two different problems. Based on Polya´s steps and Reid’s stages for a process of inductive reasoning, we propose a more precise categorization for analyzing this kind of reasoning in our particular context. In this paper we present some results of a wider investigation (Cañadas, 2002). Una propuesta de categorización para analizar el razonamiento inductivo Presentamos un análisis del razonamiento inductivo de doce estudiantes de educación secundaria en un contexto de resolución de problemas matemáticos. Los estudiantes fueron entrevistados mientras trabajaban en dos problemas diferentes. Basándonos en los pasos considerados por Pólya y Reid para un proceso de razonamiento inductivo, proponemos una categorización más precisa para analizar este tipo de razonamiento en nuestro contexto particular. En este documento presentamos algunos resultados de una investigación más amplia (Cañadas, 2002).Handle: http://hdl.handle.net/10481/4717Nº de citas en WOS (2017): 7 (citas de 2º orden, 11)Nº de citas en SCOPUS (2017): 5 (citas de 2º orden, 9)

Design research is a methodological paradigm, mainly qualitative, that is currently being intensely applied and developed in educational research. In this work we briefly describe this methodology and, within it, we focus our attention on a specific type of studies: teaching experiments. After describing the main characteristics of these studies, we present some conclusions that have been obtained in two teaching experiments developed by the authors. This information may contribute, directly or by promoting reflection and discussion, to the development of this methodology and to its application.