Mirar profesionalmente a través de una trayectoria de aprendizaje de las fracciones

Referencias

Battista, M.T. (2012). Cognition-Based Assessment and Teaching of Fractions: Building on Students’ Reasoning. Portsmouth, N.H. Heinemann. Fernández, C., Llinares, S., & Valls, J. (2012). Learning to notice students’ mathematical thinking through on-line discussions. ZDM. Mathematics Education, 44, 747-759. Ivars, P., & Fernández, C. (2016). Narratives and the development of the skill of noticing. In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 19–26. Szeged, Hungary: PME. Ivars, P., Fernández, C., & Llinares, S. (2016). Pre-service teachers' learning to notice students' fractional thinking: The design of a learning environment through a Learning Trajectory. ERME. European Society for Research in Mathematics Education. Berlin. https://www.huberlin.de/de/einrichtungenorganisation/ wissenschaftlicheeinrichtungen/zentralinstitute/pse/erme/scientific-programme-1/papers Jacobs, V.R., Lamb, L.C., & Philipp, R. (2010). Professional noticing of children’s mathematical thinking Journal for Research in Mathematics Education, 41(2), 169-202. Mason, J. (1998). Enabling teachers to be real teachers: Necessary levels of awareness and structure of attention. Journal of Mathematics Teacher Education, 1(3), 243-267. Mason, J. (2011). Noticing: roots and branches. In M. G. Sherin, V.R. Jacobs, and R. A. Philipp, (Eds.) Mathematics Teacher Noticing: Seeing Through Teachers’ Eyes. (pp.35-50). New York: Routledge. Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 114-145. Steffe, L. P. (2004). On the construction of learning trajectories of children: The case of commensurate fractions. Mathematical Thinking and Learning, 6(2), 129-162. Steffe, L., & Olive, J. (2010). Children’s fractional knowledge. Springer Science & Business Media. Sztajn, P., Confrey, J., Wilson, P. H., & Edgington, C. (2012). Learning trajectory based instruction toward a theory of teaching. Educational Researcher, 41(5), 147-156. van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers' interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-595. van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’“learning to notice” in the context of a video club. Teaching and teacher education, 24(2), 244-276. Wilson, P. H., Mojica, G. F., & Confrey, J. (2013). Learning trajectories in teacher education: Supporting teachers’ understandings of students’ mathematical thinking. The Journal of Mathematical Behavior, 32(2), 103-121.