Criterios utilizados por profesores de matemáticas para el planteamiento de problemas en el aula

Referencias

Arcavi, A., & Friedlander, A. (2007). Curriculum developers and problem solving: the case of Israeli elementary school projects. ZDM Mathematics Education, 39(5-6), 355-364. doi: https://doi.org/10.1007/s11858-007-0050-3 Borasi, R. (1986). On the nature of problems. Educational Studies in Mathematics, 17(2), 125-141. doi: https://doi.org/10.1007/BF00311517 Breda, A.; Pino-Fan, L., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: criteria for the reflection and assessment on teaching practice. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1893-1918. doi: https://doi.org/10.12973/eurasia.2017.01207a Breda, A., Font, V., & Pino-Fan, L. (2018). Criterios valorativos y normativos en la didáctica de las matemáticas: El caso del constructo idoneidad didáctica. Bolema, Río Claro, 32(60), 255-278. doi: http://dx.doi.org/10.1590/1980-4415v32n60a13 Castro, W. F., Pino-Fan, L., & Velásquez-Echavarría, H. (2018). A proposal to enhance preservice teacher’s noticing. Eurasia Journal of Mathematics, Science and Technology Education, 14(11), 1-17. doi: https://doi.org/10.29333/ejmste/92017 Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). London: Routledge. Crespo, S. (2003). Learning to pose mathematical problems: exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52(3), 243-270. doi: https://doi.org/10.1023/A:1024364304664 De Guzmán, M. (1993). Tendencias innovadoras en educación matemática. Madrid, España: Universidad Complutense. Recuperado de http://nautilus.fis.uc.pt/bspm/revistas/25/009-034.150.pdf Felmer, P., Pehkonen, E., & Kilpatrick, J. (2016). Posing and solving mathematical problems. Suiza: Springer International Publishing. Recuperado de https://link.springer.com/book/10.1007%2F978-3-319-28023-3 Felmer, P., & Perdomo-Díaz, J. (2016). Novice Chilean Secondary Mathematics Teachers as Problem Solvers. In P. Felmer, E. Pehkonen, & J. Kilpatrick (2016), Posing and solving mathematical problems (pp. 287-308). Suiza: Springer International Publishing. doi: https://doi.org/10.1007/978-3-319-28023-3_17 Font, V., Planas, N., & Godino, J. D. (2010). Modelo para el análisis didáctico en educación matemática. Infancia y Aprendizaje, 33(1), 89-105. Recuperado de https://www.academia.edu/1252367/Modelo_para_el_an%C3%A1lisis_did%C3%A1ctico_en_educaci%C3%B3n_matem%C3%A1tica Font, V. (2011). Competencias profesionales en la formación inicial de profesores de matemáticas de secundaria. Unión. Revista Iberoamericana de Educación Matemática, 26, 9-25. Recuperado de http://www.fisem.org/www/union/revistas/2011/26/archivo_5_de_volumen_26.pdf Font, V., Godino, J. D., & Gallardo, J. (2013). The Emergence of Objects from Mathematical Practices. Educational Studies in Mathematics, 82(1), 97-124. doi: https://doi.org/10.1007/s10649-012-9411-0 Foster, C. & Inglis, M. (2017). Teachers’ appraisals of adjectives relating to mathematics tasks. Educational Studies in Mathematics, 95(3), 283–301. https://doi.org/10.1007/s10649-017-9750-y Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM Mathematics Education, 39(1-2), 127-135. doi: https://doi.org/10.1007/s11858-006-0004-1 Godino, J. D., Batanero, C., & Font, V. (2019). The onto-semiotic approach: implications for the prescriptive character of didactics. For the Learning of Mathematics, 39(1), 37- 42. Godino, J. D., Giacomone, B., Font, V., & Pino-Fan, L. (2018). Conocimientos profesionales en el diseño y gestión de una clase sobre semejanza de triángulos. Análisis con herramientas del modelo CCDM. Avances de Investigación en Educación Matemática, 13, 63-83. Recuperado de https://www.aiem.es/index.php/aiem/article/view/224 Halmos, P. R. (1980). The heart of mathematics. The American Mathematical Monthly, 87(7), 519-524. Recuperado de https://www.jstor.org/stable/2321415 Kaiber, C. T., Lemos, A., & Pino-Fan, L. (2017). Enfoque ntossemiótico do Conhecimento e da Instrução Matemática (EOS): um panorama das pesquisas na América Latina. Perspectivas da Educação Matemática, 10(23), 531 –552. Recuperado de https://periodicos.ufms.br/index.php/pedmat/article/download/5056/4091 Kilpatrick, J. (1985). A Retrospective Account of the Twenty-five Years of Research on Teaching Mathematical Problem Solving. En E. A. Silver (Ed.), Teaching and learning mathematical problem solving: multiple research perspective (pp.1-15). Hillsdale, USA: Lawrence Erlbaum. Klinshtern, M., Koichu, B., & Berman, A. (2015). What do high school teachers mean by saying “I pose my own problems”. In F. M., Singer, N., Ellerton & J., Cai. (2015). Mathematical Problem Posing. From research to effective practice (pp. 449-467). New York: Springer. doi: https://doi.org/10.1007/978-1-4614-6258-3_22 Liljedahl, P., Santos-Trigo, M., Malaspina, U., & Bruder, R. (2016). Problem solving in Mathematics Education. Hamburg, Germany: ICME-13 Topical Surveys, SpringerOpen. doi: https://doi.org/10.1007/978-3-319-40730-2_1 Love, E., & Pimm, D. (1996). ‘This is so’: a text on texts. En A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, y C. Laborde (Eds.), International handbook of mathematics education (pp. 371– 409). Dordrecht, Holanda: Kluwer. Recuperado de https://link.springer.com/chapter/10.1007/978-94-009-1465-0_11 Malaspina, U., Mallart, A., & Font, V. (2015). Development of teachers’ mathematical and didactic competencies by means of problem posing. En K. Krainer y N. Vondrová (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (pp. 2861-2866). Prague, Czech Republic: CERME. Recuperado de https://hal.archivesouvertes.fr/hal-01289630/document Malaspina, U. (2016). Creación de problemas: Sus potencialidades en la enseñanza y aprendizaje de las matemáticas. Cuadernos de Investigación y Formación en Educación Matemática, 11(15), 321-331. Recuperado de https://revistas.ucr.ac.cr/index.php/cifem/article/view/23946/24101 Malaspina, U. (2017). La creación de problemas como medio para potenciar la articulación de competencias y conocimientos del profesor de matemáticas. En J. M. Contreras, P. Arteaga, G. R. Cañadas, M. M. Gea, B. Giacomone y M. M. López-Martín (Eds.), Actas del Segundo Congreso International Virtual sobre el Enfoque Ontosemiótico del Conocimiento y la Instrucción Matemáticos. Pontificia Universidad Católica del Perú, Perú. Recuperado de http://enfoqueontosemiotico.ugr.es/civeos/malaspina.pdf Morales-López, Y. & Font, V. (2019). Evaluation by a teacher of the suitability of her mathematics class. Educação e Pesquisa, 45, 1-19. doi: https://dx.doi.org/10.1590/s1678-4634201945189468 NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, Virginia, USA: NCTM. Recuperado de http://csmc.missouri.edu/PDFS/CCM/summaries/standards_summary.pdf NCTM. (2016). De los principios a la acción. Para garantizar el éxito matemático para todos. Reston, Virginia, USA: NCTM. Perdomo-Díaz, J., Felmer, P., Randolph, V., González, G. (2017). Problem Solving as a Professional Development Strategy for Teachers: a Case Study with Fractions. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 987-999. doi: https://doi.org/10.12973/eurasia.2017.00653a Pino-Fan, L., Assis, A., & Castro, W. F. (2015). Towards a methodology for the characterization of teachers’ didactic-mathematical knowledge. Eurasia Journal of Mathematics, Science & Technology Education, 11(6), 1429-1456. Recuperado de https://pdfs.semanticscholar.org/dea9/70789e49dbe1d8206a04b19f4096fd186b89.pdf Pino-Fan, L., & Godino, J. D. (2015). Perspectiva ampliada del conocimiento didáctico-matemático del profesor. PARADIGMA, 36(1), 87-109. Recuperado de https://pdfs.semanticscholar.org/bb35/ Pino-Fan, L., Font, V., & Breda, A. (2017). Mathematics teachers’ knowledge and competences model based on the onto-semiotic approach. In B. Kaur, W. K. Ho, T. L. Toh & B. H. Choy (Eds.), Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (pp. 33-40). Singapure, Asia: PME. Recuperado de https://www.dropbox.com/s/6t1yfkuzy0ynbb4/Pino-Fan,Font %26 Breda_CCDM_PME.pdf?dl=0 Pino-Fan, L. Godino, J. D., & Font, V. (2018). Assessing key epistemic features of didactic-mathematical knowledge of prospective teachers: the case of the derivative. Journal of Mathematics Teacher Education, 21(1), 63-94. doi: http://dx.- doi.org/10.1007/s10857-016-9349-8 Pino-Fan, L., Guzmán, I., Larraín, M., & Vargas, C. (2018). La formación inicial de profesores en Chile: ‘voces’ de la comunidad chilena de investigación en educación matemática. Uniciencia, 32(1), 68-88. doi: http://dx.doi.org/10.15359/ru.32-1.5 Polya, G. (1986). How to Solve it. [Cómo plantear y resolver problemas]. New Jersey, USA: Princeton University Press. Presmeg, N. (2014). Visualization and Learning in Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education. Dordrecht, Holanda: Springer. doi: https://doi.org/10.1007/978-94-007-4978-8 Ron, G., Zaslavsky, O. & Zodik, I. (2013). Engaging teachers in the web of considerations underlying the design of tasks that foster the need for new mathematical concept tools. In C. Margolinas (Ed.), Task design in mathematics education; Proceedings of the International Commission on Mathematical Instruction Study 22, (pp. 641–647), Oxford, UK. Recuperado de http://hal.archives-ouvertes.fr/hal-00834054 Schoenfeld, A. H. (1985). Mathematical problem solving. New York: Academic Press. doi: ttps://doi.org/10.1016/C2013-0-05012-8 Singer, F.M., Ellerton, N., & Cai, J. (2015). Mathematical Problem Posing. New York: Springer. doi: 10.1007/978-1-4614-6258-3