Contextos médicos de los datos en problemas de inferencia sobre la media en libros de Bioestadística

Referencias

ANECA. (2007). Libro Blanco del Título de Grado en Medicina. Recuperado de http://www.aneca.es/var/media/150312/libroblanco_medicina_def.pdf Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. En L. Wilkerson y W. Gijselaers (Eds.), Bringing problem-based learning to higher education: Theory and practice. New Directions For Teaching and Learning Series, No. 68 (pp. 3-11). San Francisco: Jossey-Bass. Bessot, A. y Ridgway, J. (2000). Education for Mathematics in the Workplace (Vol. 24). Springer Science y Business Media. Carles, M. y Huerta, M. P. (2007). El mundo de los problemas de probabilidad condicional en el contexto del test de diagnóstico. En M. Camacho, P. Flores y P. Bolea (Eds.), Investigación en Educación Matemática XI, pp. 249-260. Tenerife: SEIEM. Cohen, L. y Manion, L. (1990). Métodos de investigación educativa. Madrid: La Muralla. De Souza, A. C., Lopes, C. E. y de Oliveira, D. (2014). Stochastic Education in Childhood: Examining the Learning of Teachers and Students. Statistics Education Research Journal, 13(2), 58-71. Evans, J. (2000). The transfer of learning from school to work, not straightforward but not impossible either. En A. Bessot y J. Ridgeway (Eds.), Education for mathematics in the workplace (pp. 5–16). Dordrecht: Kluwer. Fardales Macías, V. E. (2014). Dinámica de la formación estadística del profesional de Medicina (Tesis doctoral). Universidad de Ciencias Médicas de Sancti Spiritus. González-Ruiz, I., González-López, M. J. y González-Astudillo, M. T. (en prensa). Contexto médico de los datos en la formación estadística de los médicos. Grao, J., Iriarte, M., Ochoa, C., Uriarte, C., Mora, J. G., Lladosa, L. V., Carot, J. M. y Conchado, A. (2011). Competencies of Recent University Graduates: What University Supply Them and What the Jobs Require From Them. En V International Conference on Industrial Engineering and Industrial Management (pp. 407-416). Cartagena. Huerta, M. P. (2014). Researching conditional probability problem solving. En E. J. Chernoff y B. Sriraman (Eds.), Probabilistic thinking. Presenting multiple perspectives (pp. 613-639). Nueva York: Springer. Jurdak, M. E. (2006). Contrasting perspectives and performance of high school students on problem solving in real world, situated, and school contexts. Educational Studies in Mathematics, 63(3), 283-301. Lonjedo, M. A., Huerta, M. P. y Carles, M. (2012). Conditional probability problems in textbooks: An example from Spain. Revista Latinoamericana de Investigación en Matemática Educativa, 15(3), 319- 338. Masingila, J. O., Davidenko, S. y Prus-Wisniowska, E. (1996). Mathematics learning and practice in and out of school: A framework for connecting these experiences. Educational Studies in Mathematics, 31(1-2), 175-200. Moore, D. S. (1991). Teaching statistics as a respectable subject. En F. Gordon y S. Gordon (Eds.), Statistics for the twenty-first century, 14-25. New York: Mathematical Association of America. Noss, R., Hoyles, C. y Pozzi, S. (2000). Working knowledge: Mathematics in use. En Education for mathematics in the workplace (pp. 17-35). Dordrech: Springer. Palm, T. (2009). Theory of authentic task situations. En L. Verschaffel, B. Greer, W. Van Dooren y S. Mukhopadhyay (Eds.), Words and worlds: Modelling verbal descriptions of situations (pp. 3-19). Rotterdam: Sense Publishers. Perrenet, J. C., Bouhuijs, P. A. J. y Smits, J. G. M. M. (2000). The suitability of problem-based learning for engineering education: theory and practice. Teaching in higher education, 5(3), 345-358. Rees, C., Forbes, P. y Kubler, B. (2007). Student employability profiles: A guide for higher education practitioners. 2a ed. York: Higher Education Academy. Selden, A., Selden, J., Hauk, S. y Mason, A. (2000). Why can’t calculus students access their knowledge to solve non-routine problems. Issues in mathematics education, 8, 128-153.