Análisis de las decisiones del profesor de matemáticas en su gestión de aula

Referencias

Angrosino, M. (2007). Doing Ethnographic and Observational Research. New York, NY: Springer. Ball, D. L. (1993). “With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary”. The elementary school journal, 93 (4), pp. 373-397. Ball, D. L., Lubienski, S., y Mewborn, D. (2001). Research on Teaching Mathematics: the Unsolved Problem of Teachers’ Mathematical Knowledge. En V. Richardson (Ed.), Handbook of Research on Teaching (4a. ed.) (pp. 433-456). Washington, D.C.: American Educational Research Association. Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Usa: Sage. Davies, N., & Walker, K. (2005). Learning to Notice: One Aspect of Teachers’ Content Knowledge in the Numeracy Classrooms. En P. Clarkson et al. (Eds.), Building connections: Theory, Research and Practice—Proceedings of the 28th Annual Conference of the mathematics Education Research Group of Australasia (pp. 273–280). Sydney, Australia. Consultado en http://www.merga.net.au/documents/RP272005.pdf Fortuny, J.M. y Rodriguez, R. (2012). Aprender a mirar con sentido: facilitar la interpretación de las interacciones en el aula. Avances de investigación en Educación Matemática, 1, pp. 23-32. Franke, M. L., Webb N.M., Chan A. G., Ing M, Freund D. y Battey, D. (2009). “Teacher Questioning to Elicit Students’ Mathematical Thinking in Elementary School Classrooms”. Journal of Teacher Education, 60, pp. 380-392. DOI: 10.1177/0022487109339906. Harel G. (2013). Intelectual Need. En K. R. Leatham (Ed). Vital Directions for Mathematics Education Research (pp. 119-153). New York: Springer. Jacobs, V., Franke, M., Carpenter, T., Levi, L., y Battey, D. (2007). Professional Development Focused on Children’s Algebraic Reasoning in Elementary School. Journal for Research in Mathematics Education, 38(3), pp. 258-288. Consultado en http://www.jstor.org/stable/30034868 Jacobs, V., L. Lamb y R. A. Philipp (2010). Professional Noticing of Children’s Mathematical Thinking. Journal for Research in Mathematics Education, 41 (2), pp. 169-200. Jacobs, V. R., Lamb, L. L., Philipp, R. A. y Schappelle, B. P. (2011). Deciding How to Respond on the Basis of Children’s Understandings. En M.G. Schering,. V.R Jacobs, y R.A. Philipp (Eds.). Mathematics Teacher Noticing: Seeing Through Teacher’ Eyes (pp. 97-116). New York: Routledge. Jaworski, B. (1994). Investigating Mathematics Teaching: A Constructivist Enquiry. London: Falmer. Leathman, K. R., Peterson, B.E., Stockero S. L: y Van Zoest, L.R. (2015). Conceptualizing Mathematically Significant Pedagogical Opportunities to Build on Student Thinking. Journal for Reseach in Mathematics Education, 46 (1), pp. 188-124. Leinhardt, G. y. Steele, M. D (2005). “Seeing the Complexity of Ctanding to the Side: Instructional Dialogues”. Cognition and Instruction, 23 (1), pp. 87-163. Little, J. W. (2004). Looking at Student Work in the United States: A Case of Competing Impulses in Professional Development. In C. Day y J. Sachs (Eds.), International Hand- book on the Continuing Professional Development of Teachers (pp. 94-118). Berkshire, England: Open University Press National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: Author. Planas, N. (2006). Modelo de análisis de video para el estudio de procesos de construcción de conocimiento matemático. Educación matemática, 18(1), pp. 37-72. Ponte, J. P., Mata-Pereira, J., y Quaresma, M. (2013). Ações do professor na condução de discussões matemáticas. Quadrante, 22(2), pp. 55-81. Schoenfeld, A. H. (2008). On Modeling Teachers’ in-the-moment Decision Making. In A. H. Schoenfeld (Ed.), A Study of Teaching: Multiple Lenses, Multiple Views (JRME monograph No. 14, pp. 45-96). Reston, VA: National Council of Teachers of Mathematics. Sowder, J.(2007). The Mathematics Education and Development of Teachers. In F. K. Lester(Ed.), Second handbook of research on mathematics teaching and learning, (pp. 157-223). Charlotte, NC: Information age. Stockero, S. L. y van Zoest L. R. (2013). “Characterizing Pivotal Teaching Moments in Beginning Mathematics Teachers’ Practice”. Journal of Mathematics Teacher Education, 16 (2), pp. 125-142. Strauss, A. y Corbin, J. (1990). Basics of Qualitative Research. Grounded Theory Procedures and Tecniques. Usa: Sage publications. Sun, J. y.van Es, E. A. (2015). “An Exploratory Study of the Influence that Analyzing Teaching has on Preservice Teachers` Classroom Practice”. Journal of teacher education, 66 (3), pp. 201-214. Teppo, A. R. (2015). Grounded Theory Methods. En: Bikner-Ahsbahs A., C. Knipping y N. Presmeg (eds.). Approaches to qualitative research in mathematics education (3-21). New York: Springer. DOI: 10.1007/978-94-017-9181-6-1. Thames, M. H., y Ball, D. L. (2013). Making Progress in U.S. Mathematics Education: Lessons learned Past, Present and Future. En K. Leatham (Ed.), Vital directions for mathematics education research (pp. 15-44). New York, NY: Springer. DOI 10.1007/978- 1-4614-6977-3_6 Van Es, E. y Sherin, M. E: (2002). “Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroon Interactions”. Journal of tecnolology and teacher education, 10(4), pp. 575-596. Warfield, J. (2001). Where Mathematics Content Atters: Learning About and Building on Children’s Mathematical Thinking. En T. Wood, B. S. Nelson, y J. Warfield (Eds.),Beyond classical edagogy: Teaching elementary school mathematics (pp. 135-155). Mahwah, NJ: Erlbaum. Wedege, T. (2010). Commentary on Modalities of a Local Integration of Theories in Mathematics Education. En: Sriraman, B. y English, L. (eds.). Theories of Mathematics Education (pp. 555-559). Berlin: Springer.