Matemáticas en la educación infantil: facilitando un buen inicio. Declaración conjunta de posición

Referencias

1. Haycock, K., y Huang, S. (2001). Are today’s high school graduates ready? Thinking K-16, 5(1), 3-17. 2. Haycock, K. (2001). Youth at the crossroads: Facing high school and beyond. Thinking K-16, 5(1), 1-2. 3. Schoenfeld, A.H. (2002). Making mathematics work for all children: Issues of standards, testing, and equity. Educational Researcher, 31, 13-25. 4. The Education Trust (2001). Actions for communities and states. Thinking K-16, 5(1), 18-21. 5. Kilpatrick, J., Swafford, J., y Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press. 6. U.S. Department of Labor Bureau of Labor Statistics (2000). The outlook for college graduates, 1998-2008. In Getting ready pays off!, U.S. DOE, October 2000, y BLS, Occupational Employment Projections to 2008, in NAB, Workforce Economics, 6(1). 7. Glenn Commission (2000). Before it’s too late: A report to the nation from the National Commission on Math-ematics and Science Teaching for the 21st Century. Washington, DC: U.S. Department of Education. 8. Mullis, I. V. S., Martin, M. O., Beaton, A. E., Gon¬zalez, E. J., Kelly, D. L., y Smith, T. A. (1997). Mathematics achievement in the primary school years: IEA’s Third International Mathematics and Science Study (TIMSS). Chestnut Hill, MA: Center for the Study of Testing, Evaluation, and Educational Policy, Boston College. 9. Mullis, I. V. S., M. O. Martin, E. J. Gonzalez, K. D. Grego¬ry, R. A. Garden, K. M. O’Connor, S. J. Chrostowski, y T. A. Smith (2000). TIMSS 1999 international mathemat¬ics report. Boston: International Study Center, Boston College, Lynch School of Education. 10. Fuson, K. C., Carroll, W. M., y Drueck, J. V. (2000). Achievement results for second and third graders using the standards-based curriculum Everyday Mathematics. Journal for Research in Mathematics Education, 31, 277-95. 11. Mullis, I. V. S., Martin, M. O., Gonzalez, E. J. O’Connor, K. M., Chrostowski, S.J., Gregory, K. D., Garden, R. A., y Smith, T. A. (2001). Mathematics benchmark¬ing report: TIMSS 1999—Eighth grade. Chestnut Hill, MA: International Association for the Evaluation of Educational Achievement. 12. Riordan, J. E., y Noyce, P. E. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematics Education, 32, 368-98. 13. Education Week (2002). Quality Counts 2002: Build¬ing blocks for success: State efforts in early-child¬hood education. Education Week (Special issue), 21(17). 14. Bowman, B. T., Donovan, M. S., y Burns, M. S. (Eds.) (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. 15. Denton, K., y West, J. (2002). Children’s reading and mathematics achievement in kindergarten and first grade. Washington, DC: National Center for Educa¬tion Statistics. 16. Natriello, G., McDill, E. L., y Pallas, A. M. (1990). School¬ing disadvantaged children: Racing against catastro-phe. New York: Teachers College Press. 17. Starkey, P., y Klein, A. (1992). Economic and cultural influence on early mathematical development. In F. Lamb-Parker, R. Robinson, S. Sambrano, C. Piotrkowski, J. Hagen, S. Randolph, y A. Baker (eds.), New directions in child and family research: Shaping Head Start in the nineties (p. 440). Washington, DC: Adminis-tration on Children, Youth and Families (DHHS). 18. Shonkoff, J. P., y Phillips, D. A. (eds.) (2000). From neu¬rons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. 19. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author. 20. Seo, K.-H., y H. P. Ginsburg (2004). What is developmentally appropriate in early childhood mathematics education? En D. H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 91-104). Mahwah, NJ: Lawrence Erlbaum. 21. Baroody, A. J. (2004). The role of psychological re¬search in the development of early childhood math¬ematics standards. In D. H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathemat¬ics education (pp. 149-72). Mahwah, NJ: Lawrence Erlbaum. 22. Clements, D. H., S. Swaminathan, M.-A. Hannibal, y J. Sarama (1999). Young children’s concepts of shape. Journal for Research in Mathematics Education, 30, 192-212. 23. Fuson, K. C. (2004). Pre-K to grade 2 goals and stan¬dards: Achieving 21st century mastery for all. In D.H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 105-48). Mahwah, NJ: Lawrence Erlbaum. 24. Gelman, R. (1994). Constructivism and supporting environments. In D. Tirosh (ed.), Implicit and explicit knowledge: An educational approach (pp. 55-82). Norwood, NJ: Ablex. 25. Ginsburg, H. P., A. Klein, y P. Starkey (1998). The de¬velopment of children’s mathematical thinking: Con-necting research with practice. In W. Damon, I.E. Sigel, y K.A. Renninger (eds.), Handbook of child psychology, Volume 4: Child psychology in practice (pp. 401-76). New York: John Wiley y Sons. 26. Piaget, J., and B. Inhelder (1967). The child’s concep¬tion of space. New York: W.W. Norton. 27. Steffe, L. P. (2004). PSSM from a constructivist per¬spective. In D. H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathematics educa¬tion (pp. 221-52). Mahwah, NJ: Lawrence Erlbaum. 28. Clements, D. H., y Conference Working Group (2004). Part one: Major themes and recommendations. In D.H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 7-76). Mahwah, NJ: Lawrence Erlbaum. 29. Copple, C. E. (2004). Math curriculum in the early childhood context. In D.H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathemat¬ics education (pp. 83-90). Mahwah, NJ: Lawrence Erlbaum. 30. Geary, D. C. (1994). Children’s mathematical develop¬ment: Research and practical applications. Washing¬ton, DC: American Psychological Association. 31. Ginsburg, H. P., S. Pappas, y K.-H. Seo (2001). Every¬day mathematical knowledge: Asking young children what is developmentally appropriate. In S. L. Golbeck (ed.), Psycho¬logical perspectives on early childhood education: Reframing dilemmas in research and practice (pp. 181-219). Mahwah, NJ: Lawrence Erlbaum. 32. Han, Y., y H. P. Ginsburg (2001). Chinese and English mathematics language: The relation between linguis¬tic clarity and mathematics performance. Mathemati¬cal Thinking and Learning, 3, 201-20. 33. Miura, I. T., C. C. Kim, C.-M. Chang, y Y. Okamoto (1988). Effects of language characteristics on chil¬dren’s cognitive representation of number: Cross-na¬tional comparisons. Child Development, 59, 1445-50. 34. Park, M. (2000). Linguistic influence on numerical de¬velopment. The Mathematics Educator, 10(1), 19-24. 35. Berk, L. E., y A. Winsler (1995). Scaffolding children’s learning: Vygotsky and early childhood education. Washington, DC: NAEYC. 36. Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge, UK: Cambridge University Press. 37. Vygotsky, L. S. (1934/1986). Thought and language. Cambridge, MA: MIT Press. 38. Razel, M., y Eylon, B. S. (1990). Development of visual cognition: Transfer effects of the Agam program. Journal of Applied Developmental Psychology, 11, 459-85. 39. Bredekamp, S., y Rosegrant, T. (1995). Reaching po¬tentials: Transforming early childhood curriculum and assessment (Vol. 2). Washington, DC: NAEYC. 40. Clements, D. H. (1999). Geometric and spatial thinking in young children. En J. V. Copley (ed.), Mathematics in the early years (pp. 66-79). Reston, VA: National Council of Teachers of Mathematics. 41. Starkey, P., y Cooper, R. G. Jr. (1980). Perception of numbers by human infants. Science, 210, 1033-35. 42. Starkey, P., E. S. Spelke, y R. Gelman (1990). Nu¬merical abstraction by human infants. Cognition, 36, 97-128. 43. Trafton, P. R., y A. Andrews (2002). Little kids-Power¬ful problem solvers: Math stories from a kindergarten classroom. Portsmouth, NH: Heinemann. 44. Steffe, L. P., y P. Cobb (1988). Construction of arith¬metical meanings and strategies. New York: Springer-Verlag. 45. Bronson, M. B. (1995). The right stuff for children birth to 8: Selecting play materials to support development. Washington, DC: NAEYC. 46. Copple, C., y S. Bredekamp. (2009). Developmentally appropriate practice in early childhood programs serv¬ing children birth through age 8. 3d ed. Washington, DC: NAEYC. 47. Clements, D. H., J. Sarama, y A.-M. DiBase, eds (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum. 48. Gravemeijer, K. P. E. (1999). How emergent models may foster the constitution of formal mathematics. Mathematical Thinking and Learning, 1, 155-77. 49. Bredekamp, S. (2004). Standards for preschool and kindergarten mathematics education. In D.H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 77-82). Mahwah, NJ: Law¬rence Erlbaum. 50. Carpenter, T. P., M. L. Franke, V. Jacobs, y E. Fen¬nema (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. Journal for Research in Mathematics Education, 29, 3-20. 51. Erlwanger, S. H. (1973). Benny’s conception of rules and answers in IPI mathematics. Journal of Children’s Mathematical Behavior, 1(2), 7-26. 52. Kamii, C. K., y A. Dominick (1998). The harmful ef¬fects of algorithms in grades 1-4. In L.J. Morrow y M.J. Kenney (eds.), The teaching and learning of algorithms in school mathematics (pp. 130-40). Reston, VA: National Council of Teachers of Mathematics. 53. National Research Council (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academy Press. 54. Sophian, C. (2004). A prospective developmental perspective on early mathematics instruction. In D. H. Cle-ments, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 253-66). Mahwah, NJ: Lawrence Erlbaum. 55. Kamii, C. K., y L. B. Housman (1999). Young children reinvent arithmetic: Implications of Piaget’s theory. 2d ed. New York: Teachers College Press. 56. Steffe, L. P. (1990). Mathematics curriculum design: A constructivist’s perspective. In L.P. Steffe y T. Wood (eds.), Transforming chil¬dren’s mathematics education: International perspec¬tives (pp. 389-98). Hillsdale, NJ: Lawrence Erlbaum. 57. Griffin, S., R. Case, y A. Capodilupo (1995). Teaching for understanding: The importance of the central conceptual structures in the elementary mathemat¬ics curriculum. In A. McKeough, J. Lupart, y A. Marini (eds.), Teaching for transfer: Fostering gen¬eralization in learning. Mahwah, NJ: Lawrence Erlbaum. 58. Clements, D. H. (2004). Linking research and cur¬riculum development. In L. D. English (ed.), Handbook of international research in mathematics education. Mahwah, NJ: Lawrence Erlbaum. 59. Sarama, J. (2004). Technology in early childhood mathematics: Building BlocksTM as an innovative technology-based curriculum. In D.H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early child¬hood mathematics education (pp. 361-76). Mahwah, NJ: Lawrence Erlbaum. 60. Griffin, S. (2004). Number Worlds: A research-based mathematics program for young children. In D. H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engag¬ing young children in mathematics: Standards for early childhood mathematics education (pp. 325-42). Mahwah, NJ: Lawrence Erlbaum. 61. Clements, D. H. (2001). Mathematics in the preschool. Teaching Children Mathematics, 7, 270-75. 62. Basile, C. G. (1999). The outdoors as a context for mathematics in the early years. In J. V. Copley (ed.), Mathematics in the early years (pp. 156-61). Reston, VA: National Council of Teachers of Mathematics. 63. Casey, M. B., R. L. Nuttall, y E. Pezaris (1999). Evidence in support of a model that predicts how biological and environmental factors interact to influence spatial skills. Developmental Psychology, 35(5), 1237-47. 64. Hildebrandt, C., y B. Zan (2002). Using group games to teach mathematics. In R. DeVries (ed.), Developing constructivist early childhood curriculum: Practical principles and activities (pp. 193-208). New York: Teach¬ers College Press. 65. Hong, H. (1999). Using storybooks to help young children make sense of mathematics. In Mathematics in the early years, ed. J.V. Copley, 162-68. Reston, VA: National Council of Teachers of Mathematics. 66. Leeb-Lundberg, K. (1996). The block builder math¬ematician. In E. S. Hirsh (ed.), The block book. Washing¬ton, DC: NAEYC. 67. Shane, R. (1999). Making connections: A “number curriculum” for preschoolers. In J. V. Copley (ed.), Mathematics in the early years (pp. 129-34). Reston, VA: Na¬tional Council of Teachers of Mathematics. 68. Coates, G. D., y J. Franco (1999). Movement, math¬ematics, and learning: Experiences using a family learning model. In J. V. Copley (ed.), Mathematics in the early years (pp. 169-74). Reston, VA: National Council of Teachers of Mathematics. 69. Copley, J. V. (2010). The young child and mathematics (2d ed.). Washington, DC: NAEYC. 70. Goodway, J. D., Rudisill, M. E., Hamilton, M. L., y Hart, M. A. (1999). Math in motion. En J. V. Copley (ed.), Mathematics in the early years (pp. 175-81). Reston, VA: National Council of Teachers of Mathematics. 71. Kim, S. L. (1999). Teaching mathematics through musical activities. En J. V. Copley (ed.), Mathematics in the early years (pp. 146-50). Reston, VA: National Council of Teachers of Mathematics. 72. Helm, J. H., Beneke, S. y Steinheimer, K. (1998). Win¬dows on learning: Documenting young children’s work. New York: Teachers College Press. 73. Balfanz, R. (2001). Developing and assessing young children’s mathematical knowledge. Washington, DC: National Institute for Early Childhood Professional Development y NAEYC. 74. Nastasi, B. K., y Clements, D. H. (1991). Research on cooperative learning: Implications for practice. School Psychology Review, 20, 110-31. 75. Yackel, E., Cobb, P., y Wood, T. (1991). Small group interactions as a source of learning opportunities in second grade mathematics. Journal for Research in Mathematics Education, 22, 390-408. 76. Pratt, C. (1948). I learn from children. New York: Simon and Schuster. 77. Ginsburg, H. P., Inoue, N., y Seo, K.-H. (1999). Young children doing mathematics: Observations of every¬day activities. En J. V. Copley (ed.), Mathematics in the early years (pp. 88-100). Reston, VA: National Council of Teachers of Mathematics. 78. Edwards, C., Gandini, L., y Forman, G. (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. Norwood, NJ: Ablex. 79. Helm, J. H., y Katz, L. G. (2001). Young investigators: The project approach in the early years (2nd ed.). New York: Teachers College Press. 80. Jones, E., y Nimmo, J. (1994). Emergent curriculum. Washington, DC: NAEYC. 81. Katz, L. G., y Chard, S. C. (2000). Engaging children’s minds: The project approach (2nd ed.). Stamford, CT: Ablex. 82. Malaguzzi, L. (1997). Shoe and meter. Reggio Emilia, Italy: Reggio Children. 83. Charlesworth, R. (2000). Experiences in math for young children. Albany, NY: Delmar. 84. Clements, D. H. (1999). Young children and technol¬ogy. En G. D. Nelson (ed.), Dialogue on early childhood science, math¬ematics, and technology education (pp. 92-105). Washington, DC: American Association for the Advancement of Science. 85. NAEYC y the National Association of Early Child¬hood Specialists in State Departments of Education (1991). Guidelines for appropriate curriculum content and assessment in programs serving children ages 3 through 8. Young Children, 46(3), 21-38. 86. Chittenden, E. (1991). Authentic assessment, evalua¬tion, and documentation of student performance. En V. Perrone (ed.), Expanding student assessment (pp. 22-31). Alexandria, VA: Association for Supervision and Cur¬riculum Development. 87. Lindquist, M. M., y Joyner, J. N. (2004). Moving ahead in support of young children’s mathematical learn¬ing: Recommendations to conference organizers and participants. In D.H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathemat¬ics: Standards for early childhood mathematics educa¬tion (449-56). Mahwah, NJ: Lawrence Erlbaum. 88. Horm-Wingerd, D. M., Winter, P. C., y Plofchan, P. (2000). Primary level assessment for IASA Title I: A call for discussion. Washington, DC: Council of Chief State School Officers. 89. National Association of School Psychologists (1999). Position statement on early childhood assessment. Washington, DC: Author. 90. National Education Goals Panel (1998). Principles and recommendations for early childhood assessments (submitted to NEGP by the Goal 1 Early Childhood Assessments Resource Group, eds. L. Shepard, S.L. Kagan, y E. Wurtz). Washington, DC: U.S. Govern¬ment Printing Office. 91. Neisworth, J. T., y Bagnato, S. J. (2001). Recommended practices in assessment. In S. Sandall, M. E. McLean, y B. J. Smith (eds.), DEC recommended practices in early intervention/early childhood special education (pp. 17-28). Longmont, CO: Sopris West. 92. Conference Board of the Mathematical Sciences (2001). The mathematical education of teachers, part one. Providence, RI: Mathematical Association of America. 93. NAEYC (2001). NAEYC standards for early childhood professional preparation. Washington, DC: Author. 94. Peisner-Feinberg, E. S., R. Clifford, M. Culkin, C. Howes, y S. L. Kagan (1999). The children of the Cost, Quality, and Outcomes Study go to school. Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill. 95. U.S. Department of Education (1999). New teachers for a new century: The future of early childhood profes-sional preparation. Washington, DC: Author. 96. Copley, J. V., y Padròn, Y. (1999). Preparing teachers of young learners: Professional development of early childhood teachers in mathematics and science. In G. D. Nelson (ed.), Dialogue on early childhood science, mathematics, and technology education (pp. 117-29). Washington, DC: American Association for the Ad-vancement of Science. 97. Sarama, J., y DiBiase, A.-M. (2004). The professional development challenge in preschool mathematics. In D. H. Cle¬ments, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (415-48). Mahwah, NJ: Lawrence Erlbaum. 98. Baroody, A. J., y R. T. Coslick (1998). Fostering chil¬dren’s mathematical power: An investigative approach to K-8 mathematics instruction. Mahwah, NJ: Law¬rence Erlbaum. 99. Copley, J. V. (2004). The early childhood collabora¬tive: A professional development model to com¬municate and implement the standards. In D.H. Clements, J. Sarama, y A.-M. DiBiase (eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 401-14). Mahwah, NJ: Lawrence Erlbaum. 100. Ball, D., y Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond y G. Sykes (eds.), Teaching as the learning profession. San Francisco: Jossey-Bass. 101. Bransford, J. D., Brown, A. L., y Cocking, R. R. (eds.) (1999). How people learn. Washington, DC: National Academy Press. 102. Darling-Hammond, L. (1990). Instructional policy into practice: “The power of the bottom over the top.” Educational Evaluation and Policy Analysis, 12(3), 339-47. 103. Barnett, W. S., y Masse, L. (2001). Financing early care and education in the United States: CEER policy brief. New Brunswick, NJ: Center for Early Education Research. 104. Brandon, R. N., Kagan, S. L., y Joesch, J. M. (2000). Design choices: Universal financing for early care and education. Seattle: University of Washington. 105. Mitchell, A., Stoney, L., y Dichter, H. (2001). Financ¬ing child care in the United States: An expanded catalog of current strategies (2nd ed.). Kansas City, MO: Ewing Marion Kauffman Foundation. 106. Office of Economic Cooperation and Development (2000). OECD country note: Early childhood education and care policy in the United States of America. Washington, DC: Office for Educational Research and Improvement. 107. Clements, D. H. (2003). Teaching and learning geometry. In J. Kilpatrick, W. G. Martin, y D. E. Schifter (eds.), A research companion to Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics. 108. Moll, L. C., Armanti, C., Neff, D., y Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-41. 109. Starkey, P., y Klein, A. (2000). Fostering parental support for children’s mathematical development: An intervention with Head Start families. Early Edu¬cation and Development, 11, 659-80. 110. Edge, D. (2000). Involving families in school mathematics: Readings from Teaching Children Mathematics, Mathematics Teaching in the Middle School, and Arithmetic Teacher. Reston, VA: National Council of Teachers of Mathematics.