La educación matemática como una red de prácticas sociales

Referencias

Abboud, M. (1998).Teaching mathematics in Lebanon:A post-war experience. En P. Gates y T. Cotton (Eds.). Proceedings of the 1st International Mathematics and Science Education Conference (pp. 197-206). Nottingham, Reino Unido: The Centre for the Study of Mathematics Education, Nottingham University. Abreu, G. de (1993). The relationship between home and school mathematics in a far- ming community in rural Brazil. Disertación doctoral no publicada. Cambridge University. Cambridge, Reino Unido. Abreu, G. de (2000). Relationships between macro and micro socio-cultural con- texts: Implications for the study of interactions in the mathematics classroom. Educational Studies in Mathematics, 41(1), 1-29. Abreu, G. de (2007). Social valorisation of mathematical practices: The implications for learners in multicultural schools. En N. Nassir y P. Cobb (Eds.). Improving access to mathematics: Diversity and equity in the classroom (pp. 118-131). New York, NY:Teachers College Press. Abreu,G.de,Bishop,A.J.y Presmeg,N.C.(Eds.).(2002).Transitions between contexts of mathematical practices. Dordrecht, Holanda: Kluwer Academic Publishers. Adda, J. (1998). A glance over the evolution of research in mathematics education. En A. Sierpinska y J. Kilpatrick (Eds.). Mathematics education as a research domain: A search for identity (pp. 49-56). Dordrecht, Holanda: Kluwer Academic Publishers. Adler, J. (1996). Secondary school teachers’ knowledge of the dynamics of teaching and lear- ning mathematics in multilingual classrooms. Disertación doctoral no publicada. University of Witwatersrand. Johannesburg, Sudáfrica. Adler, J. (1998). Resources as a verb: Recontextualising resources in and for school mathematics. En A. Olivier y K. Newstead (Eds.). Proceedings of the 22nd Conference of the PME (vol. 1, pp. 1-28). Stellenbosch, Sudáfrica: University of Stellenbosch. Adler, J. (2001a). Teaching mathematics in multilingual classrooms. Dordrecht, Holanda: Kluwer Academic Publishers.Adler, J. (2001b). Resourcing practice and equity: A dual challenge for mathema- tics education. En B. Atweh, H. Forgasz y B. Nebres (Eds.). Sociocultural research on mathematics education: An international perspective (pp. 185-200). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Agudelo, C. (1996). Improving mathematics education in Colombian schools: ‘Mathematics for all’. International Journal of Educational Development, 16(1), 15-26. Albert, J. y Natshed, I. (2002). Using mathematics to break down stereotypes. En P. Valero y O. Skovsmose (Eds.). Proceedings of the Third International Mathematics Education and Society Conference (pp. 126-129). Copenhague, Roskilde y Aalborg, Dinamarca: Centre for Research in Learning Mathematics, Danish University of Education, Roskilde University y Aalborg University. Alrø, H. (1995). I forlanger for lidt af jer selv. Nordic Studies in Mathematics Education, 3(2), 7-27. Alrø, H. y Kristiansen, M. (1998). Supervision som dialogisk læreproces. Aalborg, Dinamarca:Aalborg Universitetsforlag. Alrø, H. y Skovsmose, O. (1996a). On the right track. For the Learning of Mathematics, 16(1), 2-8, 22. Alrø, H. y Skovsmose, O. (1996b). The students’ good reasons. For the Learning of Mathematics, 16(3), 31-38. Alrø, H. y Skovsmose, O. (1998). That was not the intention! Communication in mathematics education. For the Learning of Mathematics, 18(2), 42-51. Alrø, H. y Skovsmose, O. (2002). Dialogue and learning in mathematics education: Intention, reflection, critique. Dordrecht, Holanda: Kluwer Academic Publishers. Alrø, H. y Skovsmose, O. (2006). Diálogo e aprendizagem em educação matemática. Belo Horizonte, Brasil:Autêntica. Alrø, H., Blomhøj, M., Bødtkjer, H., Skovsmose, O. y Skånstrøm, M. (2000a). Farlige små tal. Kvan, 56, 17-27. Alrø, H., Blomhøj, M., Bødtkjer, H., Skovsmose, O. y Skånstrøm, M. (2000b). Farlige små tal - almendannelse i et risikosamfund. Serie de artículos preliminares del Centre for Research in Learning Mathematics, no. 21. Roskilde, Dinamarca: crlm, Danish University of Education, Roskilde University, Aalborg University. Alrø, H., Skovsmose, O. y Skånstrøm, M. (2000). Mie og Asger: Om samtalen i mate- matik [Mie y Asger: Sobre la conversación en matemáticas]. crit, 2, 10-21. Alrø, H., Skovsmose, O. y Skånstrøm, M. (2003). Læring gennem samtale. En M. Blomhøj y O. Skovsmose (Eds.). Kan det virkelig passe? (pp. 25-37). Copenhague, Dinamarca: Lindhardt og Ringhof Uddannelse. Alrø, H., Skovsmose, O. y Valero, P. (2008). Interviewing foregrounds: Students’ mo- tives for learning in a multicultural setting. En M. César y K. Kumpulainen (Eds.). Social interactions in multicultural settings (pp. 13-37). Rotterdam, Holanda: Sense Publishers. Amancio, C. N. (1999). Os kanhgág da Bacia do Tibagi: Um estudo etnomatemático em comunidades indígenas. Tesis de maestría no publicada. University of São Paulo State. Rio Claro, Brasil. Anderson, G. L. y Herr, K. (1999).The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5), 12-21, 40. Apple, M. (1992). Do the standards go far enough? Power, policy and practice in mathe- matics education. Journal for Research in Mathematics Education, 23(5), 412-431. Apple, M. (1995).Taking power seriously: New directions in equity in mathematics education and beyond. En W. Secada, E. Fennema y L. Adajian (Eds.). New direc- tions for equity in mathematics education (pp. 146-164). Cambridge, Reino Unido: Cambridge University Press. Apple,M.(1996).Cultural politics and education.NewYork,NY:Teachers College Press. Apple, M. (2000a). Mathematics reform through conservative modernization? Standards, markets, and inequality in education. En J. Boaler (Ed.). Multiple pers- pectives on mathematics teaching and learning (pp. 243-260). Westport, CT: Ablex Publishing. Apple, M. (2000b). Official knowledge. Democratic education in a conservative age. New York, NY: Routledge. Applebaum, P. M. (1995). Popular culture, educational discourse, and mathematics. New York, NY: Suny Press. Archibugi, D. y Lundvall, B.-Å. (Eds.). (2001). The globalizing learning economy. Oxford, Reino Unido: Oxford University Press. Aronowitz, S. (1993). Paulo Freire’s radical democratic humanism. En P. McLaren y P. Leonard. (Eds.). Paulo Freire.A critical encounter. London, Reino Unido: Routledge. Artigue, M. (1995). Ingeniería didáctica. En P. Gómez (Ed.). Ingeniería didáctica en educación matemática: Un esquema para la investigación y la innovación en la enseñanza y el aprendizaje de las matemáticas (pp. 33-60). México D. F., México:“Una empre- sa docente” & Grupo Editorial Iberoamérica. Artigue, M. (2008). icmi:A century at the interface between mathematics and mathe- matics education. En M. Menghini, F. Furinghetti, L. Giacardi y F. Arzarello (Eds.). The first century of the International Commission of Mathematical Instruction (1908-2008): Reflecting and shaping the world of mathematics education (pp. 185-198). Roma, Italia: Istituto della Enciclopedia Italiana fondata da Giovanni Treccani. Atweh, B. y Clarkson, P. (2001). Internationalization and globalization of mathematics education: Towards an agenda for research/action. En B. Atweh, H. Forgasz y B. Nebres (Eds.). Socio-cultural aspects of mathematics education:An international research perspective (pp. 77-94). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Atweh, B., Clarkson, P. y Nebres, B. (2003). Mathematics education in international and global contexts. En A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick y F. K. S. Leung (Eds.). Second international handbook of mathematics education (pp. 185- 229). Dordrecht, Holanda: Kluwer Academic Publishers. Atweh, B., Forgasz, H. y Nebres, B. (Eds.). (2001). Sociocultural research on mathematics edu- cation: An international perspective. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Austin, J. L. (1962). How to do things with words. Oxford, Reino Unido: Oxford Uni- versity Press. Austin, J. L. (1970/1946). Other minds. En Austin, J. L.: Philosophical papers (segunda edición, pp. 76-116. Editada por J. O. Urmson y G. J.Warnock). Oxford, Reino Unido: Oxford University Press. Baker, D. (1996). Children’s formal and informal school numeracy practices. En D. Baker, J. Clay y C. Fox. (Eds.). Challenging ways of knowing: In English, mathematics and science (pp. 80-89). London, Reino Unido: Falmer Press. Balacheff, N. y Kaput, J. (1996). Computer-based learning environments in mathe- matics. En A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick y C. Laborde (Eds.). International handbook of mathematics education (pp. 435-468). Dordrecht, Holanda: Kluwer Academic Publishers. Barton, B. (1999). Ethnomathematics: A political plaything. For the Learning of Mathe- matics, 19(1), 32-35. Barton, B. (2004). Dando sentido à etnomatemática: Etnomatemática fazendo senti- do. En J. P. M. Ribeiro, M. do C. S. Domite y R. Ferreira (Eds.). Etnomatemática: Papel, valor e significado (pp. 39-74). São Paulo, Brasil: Zouk. Bass, H. (2008). Moments in the life of icmi. En M. Menghini, F. Furinghetti, L. Giacardi y F. Arzarello (Eds.). The first century of the International Commission of Mathematical Instruction (1908-2008): Reflecting and shaping the world of mathematics education (pp. 9-24). Roma, Italia: Istituto della Enciclopedia Italiana fondata da Giovanni Treccani. Bauchspies,W. (1998). Science as stranger and the worship of the word. Knowledge and Society, 11, 189-211. Bauchspies,W. (2000). Cultural re-constructions of an adoptive child: Science. Cultural Dynamics, 12(2), 237-260. Bauchspies,W. (2005). Sharing shoes and counting years: Mathematics, colonialization and communication. En A. Chronaki y I. M. Christiansen (Eds.). Challenging perspectives in mathematics classroom communication (pp. 237-259). Greenwich, CT: Information Age Publishing. Bauman, Z. (1998). Globalization:The human consequences. Cambridge, Reino Unido: Polity Press. Bauman, Z. (2001). Community: Seeking safety in an insecure world. Cambridge, Reino Unido: Polity Press. Beck, U. (1992). Risk society: Towards a new modernity. London, Reino Unido: Sage Publications Ltd. (Primera edición en alemán: 1986.) Beck, U. (1995a). Ecological politics in the age of risk. Cambridge, Reino Unido: Polity Press. Beck, U. (1995b). Ecological enlightenment: Essays on the politics of the risk society.Atlantic Highlands, NJ: Humanity Press. Beck, U. (1998). Politics of risk society. En J. Franklin (Ed.). The politics of risk society (pp. 9-22). Cambridge, Reino Unido: Polity Press. Beck, U. (1999). World risk society. Cambridge, Reino Unido: Polity Press. Beck, U. (2000). What is globalization? Cambridge, Reino Unido: Polity Press. Beck, U., Giddens, A. y Lash, S. (1994). Reflexive modernization: Politics, tradition and aesthetics in the modern social order. Cambridge, Reino Unido: Polity Press. Bell, D. (1980).The social framework of the information society. En T. Forester (Ed.). The microelectronics revolution (pp. 500-549). Oxford, Reino Unido: Blackwell. Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. London, Reino Unido:Taylor & Francis. Berryman, S. (2000). Hidden challenges to education systems in transition economies. Washington, D. C.:The World Bank. Bessot, A. y Ridgway, J. (Eds.). (2000). Education for mathematics in the workplace. Dordrecht, Holanda: Kluwer Academic Publishers. Beth, E. W. y Piaget, J. (1966). Mathematical epistemology and psychology. Dordrecht, Holanda: D. Reidel. Beyer, K. (1995). A gender perspective on mathematics and physics education: Similarities and differences. En B. Grevholm y G. Hanna (Eds.). Gender and mathematics education (pp. 45-64). Lund, Suecia: Lund University Press. Biesta, G. (2000). Bildung without generality. Reflections on the future of Bildung. Ponencia presentada en International Conference on the Concept of Bildung in a Postmodern Society. Copenhague, Dinamarca: Royal Danish School of Educational Studies, mayo 4-6. Bishop,A. J. (1990).Western mathematics:The secret weapon of cultural imperialism. Race and Class 32(2), 51-65. Bishop, A. J. (1992). International perspectives in research in mathematics education. En D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 710-723). New York, NY: Macmillan Publishing Company. Bishop, A. J., Clements, K., Keitel, C., Kilpatrick, J. y Laborde, C. (Eds.). (1996). International handbook of research in mathematics. Dordrecht, Holanda: Kluwer Academic Publishers. Bishop, A. J., Clements M. A., Keitel, C., Kilpatrick, J. y Leung, F. K. S. (Eds.). (2003). Second international handbook of mathematics education. Dordrecht, Holanda: Kluwer Academic Publishers. Blomhøj, M. (2008). icmi’s challenges and future. En M. Menghini, F. Furinghetti, L. Giacardi y F. Arzarello (Eds.). The first century of the International Commission of Mathematical Instruction (1908-2008): Reflecting and shaping the world of mathematics education (pp. 169-180). Roma, Italia: Istituto della Enciclopedia Italiana fondata da Giovanni Treccani. Bloor, D. (1976). Knowledge and social imagery. London, Reino Unido: Routledge. Blum,W., Berry, J. S., Biehler, R., Huntley, I. D., Kaiser-Messmer y G. Profke, L. (Eds.). (1989). Applications and modelling in learning and teaching mathematics. Chichester, Reino Unido: Ellis Horwood Ltd. Blum, W. y Niss, M. (1991). Applied mathematical problem solving, modelling appli- cations, and link to other subjects - State, trends and issues in mathematics edu- cation. Educational Studies in Mathematics 22(1), 37-68. Blum, W., Niss, M. y Huntley, J. (Eds.). (1989). Modelling, applications and applied pro- blem solving:Teaching mathematics in real context. Chichester, Reino Unido: Ellis Horwood Ltd. Boaler, J. (1997). Experiencing school mathematics. Teaching styles, sex and setting. Buckingham, Reino Unido: Open University Press. Boaler, J. (Ed.). (2000a). Multiple perspectives on mathematics teaching and learning. Westport, CT: Ablex Publishing. Boaler, J. (2000b). So girls don’t really understand mathematics? Dangerous dicho- tomies in gender research. Proceedings of International Organisation of Women and Mathematics Education iowme. Sessions in icme 9, (pp. 29-44),Tokyo, Japón: Iowme. Boaler, J. y Greeno, J. (2000). Identity, agency, and knowing in mathematics worlds. En J. Boaler (Ed.). Multiple perspectives on mathematics teaching and learning (pp. 171-200).Westport, CT:Ablex Publishing. Boero, P. (Ed.). (1999). Guest editorial. Educational Studies in Mathematics, 39(1-3), vii-x. Bohl, J. (1998). Critical mathematics education:An exploration of existing curricular materials. Tesis de maestría no publicada. University of Wisconsin. Madison,WI. Bohm, D. (1996). On dialogue. London, Reino Unido: Routledge. Bopape, M. (2002). Mathematics school based in-service training (sbinset):A study of factors contributing towards success or failure of sbinset in the South African school context. Disertación doctoral no publicada.Aalborg University.Aalborg,Dinamarca. Borba, M. (1997). Graphing calculators, functions and reorganization of the clas- sroom. En M. Borba,T. Souza, B. Hudson y J. Fey (Eds.). The role of technology in the mathematics classroom (pp. 53-60). Rio Claro, Brasil: Cruzeiro. Borba, M. (1999).Technologias informáticas na educação matemática e reorganização do pensamento. En M. Bicudo (Ed.). Pesquisa em educação matemática: Concepções e perspectivas (pp. 285-295). São Paulo, Brasil: unesp. Borba, M. y Penteado, M. G. (2001). Informática e educacão matemática. Belo Horisonte, Brasil: Autêntica. Borba, M. y Skovsmose, O. (1997).The ideology of certainty in mathematics educa- tion. For the Learning of Mathematics, 17(3), 17-23. Borba, M. y Villarreal, M. (2005). Humans-with-media and reorganizing of mathematical thinking: Modelling, visualization, experimentation and technologies of information and communication. New York, NY: Springer. Bourdieu, P. (1996). The state nobility: Elite schools in the field of power. Cambridge, Reino Unido: Polity Press. Bredo, E. y Feinberg, W. (1982). Knowledge and values in social and educational research. Philadelphia, PA:Temple University Press. Brew, C., Pearn, C., Leder, G. y Bishop, A. J. (1998). Big fish resizing themselves in the school pond.Why do girls under-rate their ability? En C. Keitel (Ed.). Social justice and mathematics education. Gender, class, ethnicity and the politics of schooling (pp. 69-82). Berlin, Alemania: iowme - Freie Universität Berlin. Brodie, K. (1997).A new mathematics curriculum: Reflecting on outcomes in process. En P. Kershall y M. de Villiers (Ed.). Third National Congress of the Association for Mathematics Education of South Africa. Proceedings 1: General & Primary (pp. 26-41). Durban, Sudáfrica:Amesa. Brousseau, G. (1986). Fondements et méthodes de la didactique des mathématiques. Recherches en Didactique des Mathématiques 7(2), 33-115. Brousseau, G. (1997). Theory of didactical situations in mathematics: Didactique des mathé- matiques, 1970-1990. (Editado y traducido del francés por N. Balacheff, M. Cooper, R. Sutherland y V. Warfield). Dordrecht, Holanda: Kluwer Academic Publishers. Burton, L. (1990). Gender and mathematics: An international perspective. London, Reino Unido: Cassell Education. Burton, L. (1996). Mathematics, and its learning, as narrative.A literacy for the twenty- first century. En D. Baker, J. Clay y C. Fox. (Eds.). Challenging ways of knowing: In English, mathematics and science (pp. 29-40). London, Reino Unido: Falmer Press. Burton, L. (Ed.). (1999). Learning mathematics. From hierarchies to networks. London, Reino Unido: Falmer Press. Burton, L. (Ed.). (2003). Which way social justice in mathematics education? Westport, CT: Praeger. Burton, L. (2004). Mathematicians as enquirers: Learning about learning mathematics. Dordrecht, Holanda: Kluwer Academic Publishers. Bury, J. B. (1955). The idea of progress: An inquiry into its origin and growth. New York, NY: Dover Publications. Castells, M. (1996). The information age: Economy, society and culture (vol. I: The rise of the network society). Oxford, Reino Unido: Blackwell Publishers. Castells, M. (1997). The information age: Economy, society and culture (vol. II: The power of identity). Oxford, Reino Unido: Blackwell Publishers. Castells, M. (1998). The information age: Economy, society and culture (vol. III: End of mi- llennium). Oxford, Reino Unido: Blackwell Publishers. Castells, M. (1999). Flows, networks, and identities:A critical theory of the informatio- nal society. En M. Castells, R. Flecha, P. Freire, H. Giroux, D. Macedo y P.Willis. Critical education in the new information age (pp. 37-64). Lanham, MD: Rowman & Littlefield Publishers Inc. Chassapis, D. (2002). Social groups in mathematics education research. An investiga- tion into mathematics education-related research articles published from 1971 to 2000. En P.Valero y O. Skovsmose (Eds.). Proceedings of the Third International Mathematics Education and Society Conference (pp. 273-281, segunda edición). Copenhague, Dinamarca: Centre for Research in Learning Mathematics. Christensen, O. R., Stentoft, D. y Valero, P. (2008). A landscape of power distribution. En K. Nolan y E. De Freitas (Eds.). Opening the research text. In(ter)ventions in mathematics education (pp. 147-154). New York, NY: Springer. Christiansen, F.V. (1999). Exemplarity and educational planning. En H. S. Olesen y J. H. Jensen (Eds.). Project studies: A late modern university reform? (pp. 57-66). Roskilde, Dinamarca: Roskilde University Press. Christiansen, I. M. (1996). Mathematical modelling in high school: From idea to practice. Disertación doctoral no publicada.Aalborg University.Aalborg,Dinamarca. Christiansen, I. M. (1997).When negotiation of meaning is also negotiation of task. Educational Studies in Mathematics, 34(1), 1-25. Chronaki, A. (2004). Fourth dialogic unit: Addressing the researcher’s positioning. Researching the school mathematics culture of ‘others’. Creating a self-other dialogue.En P.Valero y R.Zevenbergen (Eds.).Researching the socio-political dimen- sions of mathematics education: Issues of power in theory and methodology. Dordrecht, Holanda: Kluwer Academic Publishers. Cissna, K. N. y Anderson, R. (1994). Communication and the ground of dialogue. En R.Anderson, K. N. Cissna y R. C.Arnett (Eds.). The reach of dialogue: Confirmation, voice and community (pp. 9-33). Cresskill, NJ: Hampton Press. Civil, M. (2007). Building on community knowledge: An avenue to equity in mathe- matics education. En N. Nassir y P. Cobb (Eds.). Improving access to mathema- tics: Diversity and equity in the classroom (pp. 105-117). New York, NY: Teachers College Press. Civil, M. y Andrade, R. (2002). Transitions between home and school mathematics: Rays of hope amidst the passing clouds. En G. de Abreu, A. J. Bishop y N. C. Presmeg (Eds.). Transitions between contexts of mathematical practices (pp. 149-169). Dordrecht, Holanda: Kluwer Academic Publishers. Clarke, B., Clarke, D. y Sullivan, P. (1996).The mathematics teacher and curriculum development. En A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick y C. Laborde (Eds.). International handbook of mathematics education (pp. 1208-1210). Dordrecht, Holanda: Kluwer Academic Publishers. Clements, D. (1990).Why airlines sometimes overbook flights. En I. D. Huntley y D. J. G. James (Eds.). Mathematical modelling: A source book of case studies (pp. 323-340). Oxford, Reino Unido: Oxford University Press. Cline, H. F. y Mandinach, E. B. (2000). The corruption of a research design: A case study of a curriculum innovation project. En A. E. Kelly y R. A. Lesh (Eds.). Handbook of research design in mathematics and science education (pp. 169-189). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Cobb, P. (2000). The importance of a situated view of learning to the design of re- search and instruction. En J. Boaler (Ed.). Multiple perspectives on mathematics tea- ching and learning (pp. 45-82).Westport, CT:Ablex Publishing. Cobb, P., Boufi, A., McClain, K. y Whitenack, J. (1997). Reflective discourse and collective reflection. Journal for Research in Mathematics Education, 8(3), 258-277. Cobb, P. y McClain, K. (2002). Supporting students, learning of significant mathema- tical ideas. En G.Wells y G. Claxton (Eds.). Learning for life in the twenty-first cen- tury: Sociocultural perspectives on the future of education. New York, NY: Cambridge University Press. Cobb, P., McClain, K., de Silva Lamberg,T. D. y Dean, C. (2003). Situating teachers’ instructional practices in the institutional setting of the school and district. Educational Researcher, 32(6), 13-25. Cobb, P., Jaworski, B. y Presmeg, N. (1996). Emergent and sociocultural views of mathematical activity. En L. Steffe, P. Nesher, P. Cobb, G. Goldin y B. Greer (Eds.). Theories of mathematical learning (pp. 3-19). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Cobb, P. y Yackel, E. (1998). A constructivist perspective on the culture of the mathe- matics classroom. En F. Seeger, J. Voigt y U. Waschescio (Eds.). The culture of the mathematics classroom (pp. 158-190). Cambridge, Reino Unido: Cambridge University Press. Cobb, P., Yackel, E. y McClain, K. (Eds.). (2000). Symbolizing and communicating in mathematics classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Cobb, P.,Wood,T. yYackel, E. (1992). Interaction and learning in classroom situations. Educational Studies in Mathematics, 23(1), 99-122. Confrey, J. (2000a). Improving research and systemic reform toward equity and qua- lity. En R. Lesh y A. E. Kelly (Eds.). Handbook of research design in mathematics and science education (pp. 87-106). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Confrey, J. (2000b). Leveraging constructivism to apply to systemic reform. Nordic Studies in Mathematics Education, 8(3), 4-27. Cotton,T. (1998). Towards mathematics education for social justice. Disertación doctoral no publicada. University of Nottingham. Nottingham, Reino Unido. Cotton,T. y Gates, P. (1996).Why the psychological must consider the social in pro- moting equity and social justice in mathematics education. En L. Puig y A. Gutiérrez (Eds.). Proceedings of the 20th Conference of the International Group for the pme (vol.2,pp.249-256).Valencia,España:Universidad deValencia. Cotton, T. y Hardy, T. (2004). Problematising culture and discourse for mathema- tics education research. Defining the issues; tools for research. En P. Valero y R. Zevenbergen (Eds.). Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology. Dordrecht, Holanda: Kluwer Academic Publishers. Currie, L. (1984). Evolución de la asesoría económica a los países en desarrollo: El caso colom- biano. Bogotá, Colombia: Cerec. D’Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5(1), 44-48. D’Ambrosio, U. (1990).The role of mathematics education in building a democratic and just society. For the Learning of Mathematics, 10(3), 20-23. D’Ambrosio, U. (1993). Etnomatemática: Arte ou técnica de explicar e conhecer. São Paulo, Brasil: Ática. D’Ambrosio, U. (1994). Cultural framing of mathematics teaching and learning. En R. Biehler, R.W. Scholz, R. Strässer y B.Winkelmann (Eds.). Didactics of mathema- tics as a scientific discipline (pp. 443-455). Dordrecht, Holanda: Kluwer Academic Publishers. D’Ambrosio, U. (1996). Educacão matemática: Da teoria à pràtica. Campinas, Brasil: Papirus. D’Ambrosio, U. (1998). Mathematics and peace: Our responsibilities. Zentralblatt für Didaktik der Mathematik, 98(3), 67-73. D’Ambrosio, U. (2001). Etnomatemática: Elo entre tradições e a modernidade. Belo Horisonte, Brasil:Autêntica. Da Ponte, J. (2008). Research and practice: Bridging the gap or challenging the focus? Reaction to J. Boaler’s plenary talk. En M. Menghini, F. Furinghetti, L. Giacardi y F.Arzarello (Eds.). The first century of the International Commission of Mathematical Instruction (1908-2008), reflecting and shaping the world of mathematics education (pp. 106-112). Roma, Italia: Istituto della Enciclopedia Italiana fondata da Giovanni Treccani. Dam, P. U. (1986). The Danish macroeconomic model adam: A survey. Economic Modelling, enero, 31-52. Dam, P. U. (Ed.). (1996). adam:A model of the Danish economy, March 1995. Copenhague, Dinamarca: Danmarks Statistik. Damerow, P., Elwitz, U. Keitel, C. y Zimmer, J. (1974). Elementarmathematik: Lernen für die praksis? Stuttgart, Alemania: Klett. De Lange, J. (1996). Using and applying mathematics in education. En A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick y C. Laborde (Eds.). International handbook of mathematics education (pp. 49-97). Dordrecht, Holanda: Kluwer Academic Publishers. Denzin, N. K. y Lincoln,Y. S. (1998). The landscape of qualitative research:Theories and issues.Thousand Oaks, CA: Sage Publications Ltd. Desimone, L. (1999). Linking parent involvement with student achievement: Do race and income matter? Journal of Educational Research, 93(1), 11-30. Desrosières, A. (1998). The politics of large numbers. A history of statistical reasoning. Cambridge, MA: Harvard University Press. Dorling, D. y Simpson, S. (Eds.). (1999). Statistics in society: The arithmetic of politics. London, Reino Unido: Arnold. Douady, R. (1987). Jeux de cadres et dialectique outil-objet. Recherches en Didactique des Mathématiques, 7(2), 5-32. Dowling, P. (1998). The sociology of mathematics education: Mathematical myths/pedagogic texts. London, Reino Unido: Falmer Press. Dræby, C., Hansen, M. y Jensen, T. H. (1995). adam under figenbladet: Et kig på en samfundsvidenskabelig matematisk model. Roskilde, Dinamarca: Imfufa, Roskilde University Centre. Duarte, C. G. (2003). Etnomatemática, currículo e práticas sociais do ‘mundo da construção civil’.Tesis de maestría no publicada. Universidade doVale do Rio dos Sinos. São Leopoldo, Brasil. Duarte, C. G. (2008). A “realidade” nas tramas discursivas da educação matemática. Proyecto de precualificación al título de Ph. D. Universidade do Vale do Rio dos Sinos. São Leopoldo, Brasil. Duba, N. (2001). In response to Vithal. En M. Setati (Ed.). Proceedings of the Seventh National Congress of the Association for Mathematics Education of South Africa (pp. 49-52). Johannesburg, Sudáfrica: University of the Witwatersrand. Eagleton,T. (1996). The illusions of postmodernism. Oxford, Reino Unido: Blackwell. English, L. (1998). Proposal for consideration of the handbook of international research in mathematics education. Directions for the 21st century. Documento de trabajo no publicado. English, L. (Ed.). (2002). Handbook of international research in mathematics education. Directions for the 21st century. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. English, L. (2008). Handbook of international research in mathematics education (segunda edición). New York, NY: Routledge. Ernest, P. (1991). The philosophy of mathematics education. London, Reino Unido: Falmer Press. Ernest, P. (1998a). A postmodern perspective on research in mathematics education. En A. Sierpinska y J. Kilpatrick (Eds.). Mathematics education as a research domain:A search for identity (pp. 71-86). Dordrecht, Holanda: Kluwer Academic Publishers. Ernest, P. (1998b). Images of mathematics, values, and gender: A philosophical pers- pective. En C. Keitel (Ed.). Social justice and mathematics education. Gender, class, ethnicity and the politics of schooling (pp. 45-58). Berlin, Alemania: iowme-Freie Universität Berlin. Ernest, P. (2004). Postmodernity and social research in mathematics education. En P. Valero y R. Zevenbergen (Eds.). Researching the socio-political dimensions of mathe- matics education: Issues of power in theory and methodology. Dordrecht, Holanda: Kluwer Academic Publishers. Ernest, P., Greer, B. y Sriraman, B. (Eds.). (2009). Critical issues in mathematics education. Greenwich, CT: iap. Esperanza School (1997). Mejora del ambiente educativo y su influencia en la calidad de vida de los estudiantes. Bogotá, Colombia: Autor. Esperanza School (1999). Mathematics project: “Sleeping with the ghost”. Bogotá, Colombia: Autor, propuesta de proyecto no publicada. Fairclough, N. (1995). Critical discourse analysis:The critical study of language. London. New York, NY: Longman. Fasheh, M. (1993). From a dogmatic, ready-answer approach of teaching mathema- tics towards a community-building process orientated approach. En C. Julie, D. Angelis y Z. Davis (Eds.). Political dimensions of mathematics education 2: Curriculum reconstruction for society in transition (pp. 15-19). Cape Town, Sudáfrica: Maskew Miller Longman. Fasheh, M. (1997). Mathematics, culture and authority. En A. Powell y M. Frankenstein (Eds.). Ethnomathematics: Challenging eurocentrism in mathematics education (pp. 273-290). Albany, NY: Suny Press. Fernandes, E. (2002).The school mathematics practice and the mathematics of a prac- tice not socially identified with mathematics. En P. Valero y O. Skovsmose (Eds.). Proceedings of the Third International Mathematics Education and Society Conference (pp. 90-93). Copenhague, Roskilde y Aalborg, Dinamarca: Centre for Research in Learning Mathematics, Danish University of Education, Roskilde University y Aalborg University. Fernandes, E. (2004). Aprender matemática para viver e trabalhar no nosso mundo [Learning mathematics to live and work in our world]. Disertación doctoral que será publicada por apm, Lisboa. FitzSimon, G. E. (2002). What counts as mathematics?:Technologies of power in adult and vocational education. Dordrecht, Boston, London, Reino Unido: Kluwer Academic Publishers. Flecha, R. (1999). New educational inequalities. En M. Castells, R. Flecha, P. Freire, H. Giroux, D. Macedo y P.Willis. Critical education in the new information age (pp. 65-82). Lanham, MD: Rowman & Littlefield Publishers Inc. Forgasz, H. (1998).The ‘male domain’ of high school and tertiary mathematics lear- ning environments. En C. Keitel (Ed.). Social justice and mathematics education. Gender, class, ethnicity and the politics of schooling (pp. 32-44). Berlin, Alemania: iowme-Freie Universität Berlin. Forman, E. A. (1996). Learning mathematics as participation in classroom practi- ce: Implications of sociocultural theory for educational reform. En L. Steffe, P. Nesher, P. Cobb, G. Goldin y B. Greer (Eds.). Theories of mathematical learning (pp. 115-130). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Foucault, M. (1977). Discipline and punish: The birth of the prison. Harmondsworth, Reino Unido: Penguin Books. (Primera edición francesa: 1975.) Foucault, M. (1986). Disciplinary power and subjection. En S. Lukes (Ed.). Power (pp. 227-242). Oxford, Reino Unido: Blackwell. Foucault, M. (1989). The archaeology of knowledge and the discourse on language. London, Reino Unido: Routledge. (Primera edición francesa: 1969.) Foucault, M. (1994). The order of things: An archaeology of the human sciences. New York, NY:Vintage Books. (Primera edición francesa: 1966.) Frankenstein, M. (1987). Critical mathematics education: An application of Paulo Freire’s epistemology. En I. Shor (Ed.). Freire for the classroom: A sourcebook for liberatory teaching (pp. 180-210). New Hampshire, NH: Boyton and Cook Publishers. Frankenstein, M. (1989). Relearning mathematics: A different third R — Radical maths. London, Reino Unido: Free Association Books. Frankenstein, M. (1995). Equity in mathematics education: Class in the world outside the class. En W. Secada, E. Fennema y L. Adajian (Eds.). New directions for equity in mathematics education (pp. 165-190). Cambridge, Reino Unido: Cambridge University Press. Frankenstein, M. (1998). Reading the world with maths: Goals for a critical mathe- matical literacy curriculum. En P. Gates (Ed.). Proceedings of the First International Mathematics Education and Society Conference (pp. 180-189). Nottingham, Reino Unido: Centre for the Study of Mathematics Education, Nottingham University. Franklin, J. (Ed.). (1998). The politics of risk society. Cambridge, Reino Unido: Polity Press. Freire, P. (1972). Pedagogy of the oppressed. New York, NY: Herder & Herder. Freire, P. (1990). Pedagogy of the oppressed. New York, NY: Continuum. Freire, P. (1999). Education and community involvement. En M. Castells, R. Flecha, P. Freire, H. Giroux, D. Macedo y P.Willis. Critical education in the new information age (pp. 83-92). Lanham, MD: Rowman & Littlefield Publishers Inc. Freudenthal, H. (1983). Major problems of mathematics education. En J. Kilpatrick (Ed.). Proceedings of the Fourth icme Berkeley (pp. 1-7). Boston, MA: Birkhäuser Inc. Frost, D. y Durrant, J. (2002).Teachers as leaders: Exploring the impact of teacherled development. School Leadership and Management, 22(2), 143-161. Fukuyama, F. (1989).The end of history? The National Interest, 16 (verano), 3-18. Fukuyama, F. (1992). The end of history and the last man. London, Reino Unido: Hamilton. Fukuyama, F. (1995). The primacy of culture. Journal of Democracy, Número especial para el quinto aniversario de la revista, 7-14. Fullan, M. (1999). Change forces:The sequel. London, Reino Unido: Falmer Press. García, G. (1996). Reformas en la enseñanza de las matemáticas escolares: Perspectivas para su desarrollo. Revista ema, 1(3), 195-206. García, G.,Valero, P., Camelo, F., Mancera, G., Romero, J., Peñaloza, G. et al. (2010). Escenarios de aprendizaje de las matemáticas: Un estudio desde la perspectiva de la educación matemática crítica. Bogotá, Colombia: Universidad Pedagógica Nacional. Gates, P. (2000). A study of the structure of the professional orientation of two teachers of mathematics: A sociological approach. Disertación doctoral no publicada. University of Nottingham. Nottingham, Reino Unido. Gates, P. y Cotton, T. (Eds.). (1998). Proceedings of the First International Mathematics Education and Society Conference. Nottingham, Reino Unido: Centre for the Study of Mathematics Education, Nottingham University. Gates, P. y Vistro-Yo, C. P. (2003). Is mathematics for all? En A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick y F. K. S. Leung (Eds.). Second international han- dbook of mathematics education (pp. 31-73). Dordrecht, Holanda: Kluwer Academic Publishers. Gellert, U. (2008).Validity and relevance: Comparing and combining two sociological perspectives on mathematics classroom practice. zdm, 40(2), 215-224. Gellert, U., Jablonka, E. y Keitel,C. (2001). Mathematical literacy and common sense in mathematics education. En B. Atweh, B Nebres y H. Forgasz (Eds.). Sociocultural aspects of mathematics education (pp. 57-73). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Gerdes, P. (1985). Conditions and strategies for emancipatory mathematics education in undeveloped countries. For the Learning of Mathematics, 5(1), 15-20. Gerdes, P. (1988). On culture, geometrical thinking and mathematics education. Educational Studies in Mathematics, 19(2), 137-162. Gerdes, P. (1996). Ethnomathematics and mathematics education. En A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick y C. Laborde (Eds.). International handbook of mathematics education (pp. 909-944). Dordrecht, Holanda: Kluwer Academic Publishers. Gerdes, P. (1997). Survey of current work in ethnomathematics. En A. Powell y M. Frankenstein (Eds.). Ethnomathematics. Challenging eurocentrism in mathematics edu- cation (pp. 331-372). Albany, NY: Suny Press. Gerdes, P. (2001). On the “African renaissance” and ethnomathematical research. En I.V. Mutimucuio (Ed.). Proceedings of the 9th Conference of the Southern African Association of Research in Mathematics, Science and Technology Education (pp. 1-14). Maputo, Mozambique: Eduardo Mondlane University Press. Gergen, K. (1992).Toward a postmodern psychology. En S. Kvale (Ed.). Psychology and postmodernism. London, Reino Unido: Sage Publications Ltd. Gergen, K. (1994). Realities and relationships. Soundings in social construction. Cambridge, MA: Harvard University Press. Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott, P. y Trow, M. (1994). The new production of knowledge:The dynamics of science and research in contemporary societies. London, Reino Unido: Sage Publications Ltd. Giddens,A. (1984). The constitution of society. Cambridge, Reino Unido: Polity Press. Giddens, A. (1986). Sociology: A brief but critical introduction (segunda edición). Houndsmills, Reino Unido: Macmillan Publishing Company. Giddens,A. (1987). Social theory and modern sociology. Cambridge, Reino Unido: Polity Press. Giddens,A. (1990). The consequences of modernity. Cambridge, Reino Unido: Polity Press. Giddens, A. (1994). Beyond left and right:The future of radical politics. Cambridge, Reino Unido: Polity Press. Giddens, A. (1998). The third way: The renewal of social democracy. Cambridge, Reino Unido: Polity Press. Giménez, J., Díez-Palomar, J. y Civil, M. (Eds.). (2007). Educación matemática y exclu- sión. Barcelona, España: Editorial Graó. Giongo, I. M. (2001). Educação e produção do calçado em tempos de globalização: Um estudo etnomatemático.Tesis de maestría no publicada. Universidade doVale do Rio dos Sinos. São Leopoldo, Brasil. Giroux,H.(1997).Pedagogy and the politics of hope.Theory,culture,and schooling:A critical reader. Boulder, CO:Westview Press. Glasersfeld, E. von (1991). Radical constructivism in mathematics education. Dordrecht, Holanda: Kluwer Academic Publishers. Glasersfeld, E. von (1995). Radical constructivism.A way of knowing and learning. London, Reino Unido: Falmer Press. Gómez, P. (2000). Investigación en educación matemática y enseñanza de las matemá- ticas en países en desarrollo. Educación Matemática, 12(1), 93-106. Gómez, P. y Perry, P. (Eds.). (1996). La problemática de las matemáticas escolares: Un reto para directivos y profesores. México D. F., México: “Una empresa docente” & Grupo Editorial Iberoamérica. Gorgorió, N. y Planas, N. (2000). Researching multicultural classes: A collaborative approach. En J. F. Matos y M. Santos (Eds.). Proceedings of the Second International Mathematics Education and Society Conference (pp. 265-274). Lisboa, Portugal: ciefc-Universidade de Lisboa. Gorgorió, N. y Planas, N. (2001). Teaching mathematics in multilingual classrooms. Educational Studies in Mathematics, 47(1), 7-33. Gorgorió, N. y Planas, N. (2005). Social representations as mediators of mathematics learning in multiethnic classrooms. European Journal of Psychology of Education, 20(1), 91-104. Gorgorió, N., Planas, N y Bishop, A. J. (2004). Researching mathematics teaching in its social and political context. En P. Valero y R. Zevenbergen (Eds.). Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology. Dordrecht, Holanda: Kluwer Academic Publishers. Gorgorió, N., Planas, N. y Vilella, X. (2002). Immigrant chrildren learning mathe- matics in mainstream schools. En G. de Abreu, A. J. Bishop y N. C. Presmeh (Eds.). Transitions between contexts of mathematical practices (pp. 23-52). Dordrecht, Holanda: Kluwer Academic Publishers. Gray, M.W. (1995). Recruiting and retaining graduate students in the mathematical sciences and improving their chances for subsequent success. En B. Grevholm y G. Hanna (Eds.). Gender and mathematics education (pp. 39-44). Lund, Suecia: Lund University Press. Grevholm, B. y Hanna, G. (Eds.). (1995). Gender and mathematics education. Lund, Suecia: Lund University Press. Griffiths, H. B. y Howson, A. G. (1974). Mathematics: Society and curricula. London, Reino Unido: Cambridge University Press. Grint, K. y Woolgar, S. (1997). The machine at work:Technology, work and organization. Cambridge, Reino Unido: Polity Press. Grouws, D.A. (1992). (Ed.). Handbook of research in mathematics teaching and learning. New York, NY: Macmillan Publishing Company. Guba, E.G. y Lincoln,Y. S. (1998). Competing paradigms in qualitative research. En N.K. Denzin yY. S. Lincoln (Eds.). The landscape of qualitative research:Theories and issues (pp. 195-220).Thousand Oaks, CA: Sage Publications Ltd. Gutstein, E. (2003).Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34(1), 37-73. Gutstein, E. (2006). Reading and writing the world with mathematics:Toward a pedagogy for social justice. New York, NY: Routledge. Habermas,J.(1972).Knowledge and human interests.London,Reino Unido:Heinemann. Habermas, J. (1984/1987). The theory of communicative action I-II. London and Cambridge, Reino Unido: Heinemann and Polity Press. (Primera edición en alemán: 1981.) Hanna,G.(1996).Towards gender equity in mathematics education:An icmi study.Dordrecht, Holanda: Kluwer Academic Publishers. Hannaford, C. (1998). Mathematics teaching is democratic education. Zentralblatt für Didaktik der Mathematik, 98(6), 181-187. Hansen, N. S., Iversen, C. y Troels-Smith, K. (1996). Modelkompetencer: Udvikling og afprøvning af et begrebsapparatur. Roskilde, Dinamarca: Imfufa, Roskilde University Centre. Harding, S. (1998). Multicultural, postcolonialism, feminism: Do they require new epistemologies? Australian Educational Researcher, 25(1), 37-51. Hardt, M. y Negri,A. (2004). Multitude. NewYork, NY:The Penguin Press. Hardy,G.H.(1967).A mathematician’s apology.Con prólogo de C.P.Snow.Cambridge, Reino Unido: Cambridge University Press. (Primera edición: 1940.) Hardy,T. (1998).Tales of power: Foucault in the mathematics classroom. En P. Gates y T. Cotton (Eds.). Proceedings of the 1st International Mathematics and Science Education Conference (pp.197-206). Nottingham, Reino Unido: The Centre for the Study of Mathematics Education, Nottingham University. Hargreaves, A. (1992). Cultures of teaching: A focus for change. En A. Hargreaves y M. Fullan (Eds.). Understanding teacher development. Columbia, OH: Teacher College Press. Harris, M. (1997). Common threads:Women, mathematics and work. Staffordshire, Reino Unido:Trentham Books Limited. Hart, K. (1998). Basic criteria for research in mathematics education. En A. Sierpinska y J. Kilpatrick (Eds.). Mathematics education as a research domain:A search for identity (pp. 409-414). Dordrecht, Holanda: Kluwer Academic Publishers. Held, D. (1987). Models of democracy. Cambridge, Reino Unido: Polity Press. Held, D. (1993). Prospects for democracy. Cambridge, Reino Unido: Polity Press. Held, D. (1995). Democracy and the global order. Cambridge, Reino Unido: Polity Press. Højrup, J. y Booss-Bavnbek, B. (1994). On mathematics and war: An essay on the implications, past and present, of the military involvement of the mathematics sciences for their development and potentials. En J. Højrup. In measure, number and weight: Studies in mathematics and culture (pp. 225-278). Albany, NY: Suny Press. Hoyles, C., Noss, R. y Pozzi, S. (1999). Mathematising in practice. En C. Hoyles, C. Morgan y G.Woodhouse (Eds.). Rethinking the mathematics curriculum (pp. 48-62). London, Reino Unido: Falmer Press. Hoyles, C.,Wolf,A., Molyneux-Hodson, S. y Kent, P. (2002). Mathematical skills in the workplace: Final Report to the Science,Technology and Mathematics Council. London, Reino Unido: Institute of Education, University of London: Science,Technology and Mathematics Council. Recuperado de http://www.basic-skills-observatory. co.uk/uploads/doc_uploads/522.pdf. Ihde, D. (1993). Philosophy of technology:An introduction. NewYork, NY: Paragon House Publishers. Illeris, K. (1999). Project work in university studies: Background and current issues. En H. S. Olesen y J. H. Jensen (Eds.). Project studies:A late modern university reform? (pp. 25-32). Roskilde, Dinamarca: Roskilde University Press. Isaacs,W. (1999). Dialogue and the art of thinking together. NewYork, NY: Doubleday. Jablonka, E. (1996). Meta-analyse von zugängen zur mathematischen modellbildung und konsequenzen für den unterricht. Berlin, Alemania:Transparent Verlag. Jablonka, E. (2003). Mathematical literacy. En A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick y F. K. S. Leung (Eds.). Second international handbook of mathematics education (pp. 75-102). Dordrecht, Holanda: Kluwer Academic Publishers. Jablonka, E. (2009). Mathematics for all: Why? What? When? En C. Winsløw (Ed.). Nordic Research in Mathematics Education: Proceedings from Norma08 (pp. 293-305). Rotterdam, Holanda: Sense Publishers. Jaramillo, D.,Torres, B. yVillamil, M. (2006). Interacciones en clase de matemáticas: Una mi- rada desde la etnomatemática. Ponencia presentada en el Foro Educativo Nacional de Competencias Matemáticas. Jaworski, B. (2002).The student-teacher-educator-researcher in the mathematics clas- sroom: Co-learning partnerships in mathematics teaching and teaching develo- pment. En C. Bergsten, G. Daland y B. Grevholm (Eds.). Research and Action in the Mathematics Classroom, Proceedings of madif2, the Second Swedish Mathematics Education Research Seminar, 2000 (pp. 37-54). Linkøping, Suecia: Swedish Society for Research in Mathematics Education. Jess, K. y Valero, P. (1999). Faglig forum for matematiklærere. Kommunikation, kva- lificering og udvikling i skolen. En K. Jess y P. Valero (Eds.). mapufu I Projekt. Matematiklæreres professionelle udvikling gennem forskning i egen undervisning (pp. 4-17). Copenhague, Dinamarca: Center for Forksning i Matematiklæring. Johnston, B. yYasukawa, K. (2001). Numeracy: Negotiating the world through mathe- matics. En B.Atweh, H. Forgasz y B. Nebres (Eds.). Sociocultural research on mathe- matics education (pp. 279-294). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Julie, C. (1993). People’s mathematics and the applications of mathematics. En J. Lange, C. Keitel, I. Huntley y M. Niss (Eds.). Innovation in mathematics education by modelling and applications (pp. 31-40). London, Reino Unido: Ellis Horwood Ltd. Keitel, C. (1993). Implicit mathematical models in social practice and explicit mathe- matics teaching by application. En J. de Lange, C. Keitel, I. Huntley y M. Niss (Eds.). Innovation in maths education by modelling and applications (pp. 19-30). Chichester, Reino Unido: Ellis Horwood Ltd. Keitel, C. (1997). Numeracy and scientific and technological literacy. En E.W. Jenkins (Ed.). Innovations in science and technology education (pp. 243-279). Paris, Francia: Unesco. Keitel, C. (Ed.). (1998). Social justice and mathematics education: Gender, class, ethnicity and the politics of schooling. Berlin, Alemania: iowme-Freie Universität Berlin. Keitel, C. (2000). Cultural diversity, internationalisation and globalisation: Challenges and perils for mathematics education. En A.Ahmed, J. M. Kraemer y H.Williams (Eds.). Cultural diversity in mathematics education (pp. 40-61). Chichester, Reino Unido: Ellis Horwood Ltd. Keitel, C. (2003). Mathematikunterricht und Bildungspolitik:Von der ‘Mengenlehre’ zu ‘PISA’ En A. Kremer et al. (Eds.). Kritische erziehungswissenschaft (pp. 276-319). Heidelberg, Alemania: Hogrefe. Keitel, C. y Kilpatrick, J. (1998).The rationality and irrationality of comparative stu- dies. En G. Kaiser, E. Luna y I. Huntley (Eds.). International comparisons in mathe- matics education (pp. 241-257). London, Reino Unido: Falmer Press. Keitel, C. y Knijnik, G. (2000). Social and political aspects of mathematics education. Documento de discusión para el Grupo de Trabajo 12, icme ix, Japón. Keitel, C., Kotzmann, E. y Skovsmose, O. (1993). Beyond the tunnel vision: Analysing the relationship between mathematics, society and technology. En C. Keitel y K. Ruthven (Eds.). Learning from computers: Mathematics education and technology (pp. 243-279). Berlin,Alemania: Springer-Verlag. Kelly, A. E. y Lesh, R. A. (Eds.). (2000). Handbook of research design in mathematics and science education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Khuzwayo, H. (1997). Mathematics education in South Africa: A historical perspective from 1948-1994. Copenhague, Dinamarca: Royal Danish School of Educational Studies, Department of Mathematics, Physics, Chemistry and Informatics. Khuzwayo, H. (1998). Occupation of our minds: A dominant feature in mathe- matics education in South Africa. En P. Gates y T. Cotton (Eds.). Proceedings of the First International Mathematics Education and Society Conference (pp. 219-232). Nottingham, Reino Unido: Centre for the Study of Mathematics Education, Nottingham University. Khuzwayo, H. (2000). Selected views and critical perspectives:An account of mathematics edu- cation in South Africa from 1948-1994. Disertación doctoral no publicada.Aalborg University. Aalborg, Dinamarca. Kieran, C. (1992). The learning and teaching of school algebra. En D. A. Grouws (Ed.). Handbook of research in mathematics teaching and learning (pp. 390-419). New York, NY: Macmillan Publishing Company. Kilpatrick, J. (1988). Editorial. Journal for Research in Mathematics Education, 19(2), 98. Kilpatrick, J. (1992). A history of research in mathematics education. En D. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 3-38). New York, NY: Macmillan Publishing Company. Kilpatrick, J. (1993). Beyond face value: Assessing research in mathematics education. En G. Nissen y M. Blomhøj (Eds.). Criteria for scientific quality and relevance in the didactics of mathematics (pp. 15-34). Roskilde, Dinamarca: Roskilde University. Kilpatrick, J. (1996). Introduction to section 1. En A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick y C. Laborde (Eds.). International handbook of mathematics education (pp. 7-9). Dordrecht, Holanda: Kluwer Academic Publishers. Kilpatrick, J. (1997). Five lessons from the new math era. Recuperado en octubre de 2004 de http://www.nas.edu/sputnik/kilpatin.htm. Kilpatrick, J. (2006). A history of research in mathematics education. En D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 3-38). Greenwood, MS: iap. Kilpatrick, J. (2008).The development of mathematics education as an academic field. En M. Menghini, F. Furinghetti, L. Giacardi y F.Arzarello (Eds.). The first century of the International Commission of Mathematical Instruction (1908-2008): Reflecting and shaping the world of mathematics education (pp. 25-39). Roma, Italia: Istituto della Enciclopedia Italiana fondata da Giovanni Treccani. Kincheloe, J. L. y McLaren, P. L. (1998). Rethinking critical theory and qualitative re- search. En N. K. Denzin y Y. S. Lincoln (Eds.). The landscape of qualitative research: Theories and issues (pp. 260-299).Thousand Oaks, CA: Sage Publications Ltd. Kitchen, R. (2001).The sociopolitical context of mathematics education in Guatemala through the words and practices of two teachers. En B. Atweh, H. Forgasz y B. Nebres (Eds.). Sociocultural research on mathematics education: An international pers- pective (pp. 151-165). Mahwah, NJ: Erlbaum. Kitchen, R. (2002).Transforming mathematics education: Barriers to reform in high poverty, diverse schools. En P. Valero, P. y O. Skovsmose (Eds.). Proceedings of the Third International Mathematics Education and Society Conference (pp. 395-400). Copenhague, Roskilde y Aalborg, Dinamarca: Centre for Research in Learning Mathematics, Danish University of Education, Roskilde University y Aalborg University. Kitchen, R. (2003). Getting real about mathematics education reform in high poverty communities. For the Learning of Mathematics, 23(3), 16-22. Klafki, W. (1986). Die Bedeutung der klassiscchen Bildungstheorien für ein Zeitgemässes Konzept von allgemeiner Bildung. Zeitschrift für pädagogik, 32(4), 455-476. Knijnik, G. (1996). Exclusão e resistencia: Educacão matemática e legitimidade cultural. Porto Alegre, Brasil: Artes Médicas. Knijnik, G. (1997). An ethnomathematical approach in mathematical education: A matter of political power. En A. Powell y M. Frankenstein (Eds.). Ethnomathematics. Challenging eurocentrism in mathematics education (pp. 403-410). Albany, NY: Suny Press. Knijnik, G. (1998). Ethnomathematics and political struggles. Zentralblatt für Didaktik der Mathematik, 30(6), 188-194. Knijnik, G. (1999). Ethnomathematics and the Brazilian landless people education. Zentralblatt für Didaktik der Mathematik, 31(3), 188-194. Knijnik, G. (2000). Challenging the research/practitioner dichotomy: A voice from the South. En Safford K. y Schmitt, M. J. (Eds.). A Conversation between Researchers and Practitioners. Proceedings of the Seventh Conference of Adults Learning Mathematics Conference, julio 6-8. Knijnik, G. (2001).The sociopolitical context of mathematics education in Guatemala through the words and practices of two teachers. En B. Atweh, H. Forgasz y B. Nebres (Eds.). Sociocultural research on mathematics education: An international pers- pective (pp. 151-165). Mahwah, NJ: Erlbaum. Knijnik, G. (2002a).Two political facets of mathematics education in the production of social exclusion. En Valero, P. and Skovsmose, O. (Eds.). (2002), Proceedings of the Third International Mathematics Education and Society Conference (pp. 357-363). Copenhague, Roskilde y Aalborg, Dinamarca: Centre for Research in Learning Mathematics, Danish University of Education, Roskilde University y Aalborg University. Knijnik, G. (2002b). Ethnomathematics, culture and politics of knowledge in mathe- matics education. For the Learning of Mathematics, 22(1), 11-15. Knijnik, G. (2002c). Curriculum, culture and ethnomathematics:The practices of ‘cu- bagem of wood’ in the Brazilian landless movement. Journal of Intercultural Studies, 23(2), 149-166. Knijnik, G. (2004). Lessons from research with a social movement: A voice from de South. En P. Valero y R. Zevenbergen (Eds.). Researching the socio-political dimen- sions of mathematics education: Issues of power in theory and methodology (pp. 125-142) Dordrecht, Holanda: Kluwer Academic Publishers. Knijnik, G. (2007). Mathematics education and the Brazilian landsless movement: Three different mathematics in the context of the struggle for social justice. Philosophy of Mathematics Education Journal (en línea), 21. Knijnik, G. (2008). Landless peasants of southern Brazil and mathematics education: A study of three different language games. En J. F. Matos, K.Yasukawa y P. Valero (Eds.). Procedings of the Fifth International Mathematics Education and Society Conference (pp. 312-319). Lisboa, Portugal: Centro de Investigaçao em Educaçao, Universidade de Lisboa; Department of Education, Learning and Philosophy, Aalborg University. Knijnik,G.,Wanderer,F.y Duarte,C.(2008).Das invenções pedagógicas:A importância do uso de materiais concretos na educação matemática. São Leopoldo, Brasil: Universidade doVale do Rio dos Sinos. Kögler, H. H. (1999). The power of dialogue: Critical hermeneutics after Gadamer and Foucault. Cambridge, MA: mit Press. Krainer, K. (1999). Teacher growth and school development. Journal of Mathematics Teacher Education, 2(3), 223-225. Krainer, K. (2007). Individuals, teams, communities and networks: Participants and- ways of participation in mathematics teacher education: An introduction. En K. Krainer y T.Wood (Eds.). The international handbook of mathematics teacher education (vol. 3. Participants in mathematics teacher education: Individuals, teams, com- munities and networks, pp. 1-10). Rotterdam, Holanda: Sense Publishers. Krainer, K. y Wood, T. (Eds.). (2007). Participants in mathematics teacher education: Individuals, teams, communities and networks. Rotterdam, Holanda: Sense Publishers. Krieger, S. (1991). Social science & the self: Personal essays on an art form. New Brunswick, NJ: Rutgers University Press. Kristiansen, M. y Alrø, H. (2002). Kommunikation som opbygning af relationer og læringsrum: Mellem selvreferentialitet og dialog. En O. Løw y E. Svejgaard (Eds.). Psykologiske grundtemaer (pp. 171-190). Aarhus, Dinamarca: KvaN. Kristiansen, M. y Bloch-Poulsen, J. (2000). Kærlig rummelighed i dialoger: Om interperso- nel organisationskommunikation.Aalborg,Dinamarca:Aalborg Universitetsforlag. Kumar, K. (1995). From post-industrial to post-modern society. Oxford, Reino Unido: Blackwell. Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage Publications Ltd. Lange, J. de, Huntley, I., Keitel, C. y Niss, M. (Eds.). Innovation in maths education by modelling and applications. Chichester, Reino Unido: Ellis Horwood Ltd. Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York, NY: Routledge. Lather, P. (1994). Fertile obsession:Validity after poststructuralism. En A. Gitlin (Ed.). Power and method: Political activism and educational research (pp. 36-60). New York, NY: Routledge. Latour, B. (1987). Science in action. Cambridge, MA: Harvard University Press. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, Reino Unido: Cambridge University Press. Lave, J. (1996). Teaching, as learning, in practice. Mind, culture, and activity, 3(3), 149-164. Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press. Leder, G. C., Forgasz, H. J. y Solar, C. (1996). Research and intervention programs in mathematics education: A gendered issue. En A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick y C. Laborde (Eds.). International handbook of mathematics education (pp. 945-985). Dordrecht, Holanda: Kluwer Academic Publishers. Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex Publishing. Lenzo, K. (1995).Validity and self-reflexivity meet poststructuralism: Scientific ethos and the transgressive self. Educational Researcher, mayo 1995, 17-23, 45. Lerman, S. (1996). Intersubjectivity in mathematics learning: A challenge to the ra- dical constructivist paradigm. Journal for Research in Mathematics Education, 26(2), 133-150. Lerman, S. (1998). A moment in the zoom of a lens: Towards discursive psycholo- gy of mathematics teaching and learning. En A. Olivier y K. Newstead (Eds.). Proceedings of the 22nd Conference of the International Group for the pme (vol. 1, pp. 66-81). Stellenbosch, Sudáfrica: University of Stellenbosch. Lerman, S. (2000). The social turn in mathematics education research. En J. Boaler (Ed.). Multiple perspectives on mathematics teaching and learning (pp. 19-44).Westport, CT:Ablex Publishing. Lerman, S. (2006). Cultural psychology, anthropology and sociology:The developing ‘strong’ social turn. En J. Maasz y W. Schloeglmann (Eds.). New mathematics edu- cation research and practice (pp. 171-188). Rotterdam, Holanda: Sense Publishers. Lerman, S., Xu, G. y Tsatsaroni, A. (2002). Developing theories of mathematics edu- cation research:The esm story. Educational Studies in Mathematics, 51(1/2), 23-40. Lesh, R. (2002). Research design in mathematics education: Focusing on design ex- periments. En L. D. English (Ed.). Handbook of international research in mathema- tics education: Directions for the 21st century (pp. 27-50). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Lesh, R. y Lovitts B. (2000). Research agendas: Identifying priority problems and developing useful theoretical perspectives. En A. E. Kelly y R. A. Lesh (Eds.). Handbook of research design in mathematics and science education (pp. 45-71). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Lester, F. (Ed.). (2007). Second handbook of research on mathematics teaching and learning. Charlotte, NC: nctm-iap. Licón-Khisty, L. (1995). Making inequality: Issues of language and meanings in mathe- matics teaching with Hispanic students. En W. Secada, E. Fennema y L. Adajian (Eds.). New directions for equity in mathematics education (pp. 279-297). Cambridge, Reino Unido: Cambridge University Press. Lieberman, A. (1992). The changing context of education. En A. Lieberman (Ed.). The changing contexts of teaching (pp. 1-10). Chicago, IL: Chicago University Press. Lindfors, J.W. (1999). Children’s inquiry: Using language to make sense of the world. New York, NY:Teachers College, Columbia University. Lins, R. (2001). The production of meaning for algebra: A perspective based on a theoretical model of semantic fields.En R.Sutherland,T.Rojano,A.Bell and R. Lins (Eds.). Perspectives on school algebra (pp. 37-60). Dordrecht, Holanda: Kluwer Academic Publishers. Londoño, M. (1998). El proyecto de autonomía y la escuela: Reflexiones para el cambio en la institución de la sociedad colombiana. Disertación de maestría no publicada. Universidad de los Andes. Bogotá, Colombia. Lyotard, J.-F. (1984). The post-modern condition:A report on knowledge. Prólogo de Fredric Jameson. Manchester, Reino Unido: Manchester University Press. (Primera edi- ción en francés: 1979.) Ma, L. (1999). Knowing and teaching elementary mathematics. London, Reino Unido: Lawrence Erlbaum Associates, Inc. Macedo, D. (1999). Our common culture: A poisonous pedagogy. En M. Castells, R. Flecha, P. Freire, H. Giroux, D. Macedo y P.Willis. Critical education in the new in- formation age (pp. 117-138). Lanham, MD: Rowman & Littlefield Publishers Inc. Macmurray, J. (1961). Persons in relation. London, Reino Unido: Faber and Faber Ltd. Maher, C.A. y Martino,A. (1996).Young children invent methods of proof:The gang of four. En L. Steffe, P. Nesher, P. Cobb, G. Goldin y B. Greer (Eds.). Theories of mathe- matical learning (pp. 431-447). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Malara, N. A. y Zan, R. (2002). The problematic relationship between theory and practice. En L. D. English (2002). Handbook of international research in mathematics education (pp. 553-580). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Malloy, C. (2002). Democratic access to mathematics through democratic educa- tion: An introduction. En L. D. English (Ed.). Handbook of international research in mathematics education: Directions for the 21st century (pp. 17-26). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Mandela, N. (1994). Long walk to freedom. London, Reino Unido: Abacus. Martin, B. (1997). Mathematics and social interests. En A. Powell y M. Frankenstein (Eds.). Ethnomathematics. Challenging eurocentrism in mathematics education (pp. 155- 171). Albany, NY: Suny Press. Martin, D. B. (2000). Mathematics success and failure among African-American youth:The roles of sociohistorical context, community forces, school influence, and individual agency. Recuperado de http://books.google.com/books?id=tLPvUQYNajAC&prints ec=frontcover. Martín Izquierdo, H. y Moreno Mínguez,A. (2003). Sociological theory of education in the dialectical perspective. En C.A.Torres y A.Antikainen (Eds.). The interna- tional handbook on the sociology of education