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ResumenSe presenta un estudio de las tendencias temáticas en los artículos de educación matemática en España en los últimos años. Para ello se han analizado 959 artículos publicados desde 1999 a 2011 en una muestra de ocho revistas representativas de educación en general y de educación matemática, siguiendo el estándar de clasificación utilizado por la base de datos internacional MathEduc, especializada en educación matemática. Ello ha permitido comprobar las temáticas que centran el interés de los investigadores y conformar el mapa conceptual actual de esta disciplina científica a nivel local, verificándose que se cubre un amplio abanico de marcos temáticos. Palabras AbstractWe present a conceptual-bibliometric study about Spanish scientific publications on mathematics education in which we identify thematic trends during the last years in Spain. We analyze 959 research articles published between 1999 and 2011 in a representative sample of eight journals of general education and of mathematic education following the classification standard proposed by MathEduc. MathEduc is a prestigious international database specialized in mathematics education. The study shows the current conceptual map for mathematic education in Spain, highlighting the wide range of topics under study. Doctor en Matemáticas por la

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This article offers an overview of mathematics education in Spain, analyzing the production of PhD theses over the last 30 years. This period has been divided into four cycles that describe the evolution of Spanish research in the field of mathematics education, together with changes in university and social politics. This paper also includes a forecast of the number of theses that will be produced over the next 7 years, thus predicting the future progress and development of this area of research.

This article reviews the results of a quantitative study that provides evidence of gender biases in relation to women in the field of Spanish mathematics education. For this purpose, doctoral dissertations produced in Spain and defended in Spanish universities between 1970 and 2014 were subjected to exhaustive analysis. Focusing on gender, the authorship, supervision, and evaluation of doctoral dissertations were used as explanatory variables. A prospective analysis of the variables was also carried out. The results reveal different situations depending on the abovementioned dimensions. Specifically, a marked bias against women was detected in terms of the supervision and evaluation of doctoral dissertations, but not in terms of their authorship. This seems to suggest the existence of a glass ceiling that prevents women from gaining access to certain scientific fields and/or engaging in particular roles in the higher education setting, such as the supervision or evaluation of doctoral dissertations. ResumenLos resultados de este estudio sugieren prejuicios en relación a las mujeres en la disciplina de educación matemática en España. El análisis de tesis doctorales españolas, en el campo de la educación matemática, indica un marcado prejuicio contra mujeres en términos de supervisión y evaluación, pero no de autoría. Esto sugiere la existencia de un techo de cristalque dificulta el acceso de mujeres, en