El planteamiento de problemas y la construcción del teorema de Bayes

Referencias

BATANERO, C. (2001). Didáctica de la Estadística. Grupo de Investigación en Educación Estadística. Universidad Granada. . BATANERO, C. (2008). Presente y futuro de la Educación Estadística. Consultado el 6 de junio de 2008, en . CAI, J. (2003). Singaporean students’ mathematical thinking in problem solving and problem posing: an exploratory study. International Journal of Mathematical Education in Science and Tecnology, 34(5), pp. 719-737. CASTRO, E. (2008). Resolución de Problemas. Ideas, tendencias e influencias en España, en Luengo, R.; Gómez, B.; Camacho, M. y Blanco, L.J. (eds.). Investigación en Educación Matemática XII, pp. 113-140. Badajoz: SEIEM. DÍAZ, C. y DE LA FUENTE, I. (2006). Dificultades en la resolución de problemas que involucran el teorema de Bayes: Un estudio exploratorio en estudiantes españoles de Psicología. Educación Matemática, 18(2), pp. 75-94. DREYFUS, T. (2007). Process of abstraction in context the nested epistemic actions model. Recuperado el 25 de octubre de 2007, de . DREYFUS, T. y GRAY, E. (2002). Abstraction: Theories about the emergence of knowledge structures, en Cockburn, A.D. y Nardi, E. (eds.). Proceedings of the 26th Conference of International Group for the Psychology of Mathematics Education, 1, pp. 113-138. Norwich: PME. DREYFUS, T. y KIDRON, I. (2006). Interacting parallel constructions: A solitary learner and the bifurcation diagram. Recherches en Didactique des Mathématiques, 26(3), pp. 295-336. DREYFUS, T., HADAS, N., HERSHKOWITZ, R. y SCHWARZ, B. (2006). Mechanisms for consolidating knowledge constructs, en Novotná, J. et al. (eds.). Proceedings 30th Conference of the International Group the Psychology of Mathematics Education, 2, pp. 465-472. Prague: PME. DREYFUS, T., HERSHKOWITZ, R. y SCHWARZ, B. (2001). The construction of abstract knowledge in interaction, en van den Heuvel-Panhuizen, M. (ed.). Proceedings 25th Conference of the International Group for the Psychology of Mathematics Education, pp. 377-384. PME. HERSHKOWITZ, R., HADAS, N., DREYFUS, T. y SCHWARZ, B. (2007). Abstracting Processes, from Individuals’ Constructing of Knowledge to a Group’s «Shared Knowledge». Mathematics Education Research Journal, 19(2), pp. 41-68. HERSHKOWITZ, R., SCHWARZ, B. y DREYFUS, T. (2001). Abstraction in Context: Epistemic Actions. Journal for Research in Mathematical Education, 32(2), pp. 195-222. JONES, G.A. y THORTON, C.A. (2005). An overview of research into the teaching and learning of probability, en Jones, G.A. (ed.). Exploring probability in school: Challenges for teaching and learning, pp. 65-92. Nueva York: Springer. KYDRON, I. (2008). Abstraction and consolidation of the limit procept by means of instrumented schemes: the complementary role of three of different frameworks. Educational Studies in Mathematics, 69(2), pp. 197-216. MONAGHAN, J. y OZMANTAR, M.F. (2006). Abstraction and consolidation. Educational Studies in Mathematics, 62(3), pp. 233-258. OZMANTAR, M.F. y MONAGHAN, J. (2006). Abstraction, scaffolding and emergent goals, en Novotná, J. et. al. (eds.). Proceedings 30th Conference of the International Group the Psychology of Mathematics Education, 4, pp. 305-312. Prague: PME. POSADAS, J.A. (2008). Estudio de la comprensión de contenidos de probabilidad de estudiantes universitarios. Tesis Doctoral. Alicante: Universidad de Alicante. RON, G., DREYFUS, T. y HERSHKOWITZ, R. (2006). Partial Knowledge Constructs for the Probability Area Model, en Novotná, J. et al. (eds.). Proceedings 30th Conference of the International Group for the Psychology of Mathematics Education, 4, pp. 449-456. Prague: PME. SCHWARZ, B., DREYFUS, T., HADAS, N. y HERSHKOWITZ, R. (2004). Teacher guidance of knowledge construction, en Høines, M.J. y Fuglestad, A.B. (eds.). Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, pp.169-176. SILVER, E.A. y CAI, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27, pp. 521-539. TABACH, M. y HERSHKOWITZ, R. (2002). Construction of knowledge and its consolidations: a case study from the early-algebra classroom, en Cockburn, A.D. y Nardi, E. (eds.). Proceedings 26th Conference of the International Group for the Psychology of Mathematics Education, pp. 265-272. PME. TABACH, M., HERSHKOWITZ, R. y SCHWARZ, B. (2006). Constructing and consolidating of algebraic knowledge within dyadic processes: a case study. Educational Studies in Mathematics, 63(3), pp. 235-258. WATSON, J. (2005). The probabilistic reasoning of middle school students, en Jones, G.A. (ed.). Exploring probability in school: Challenges for teaching and learning, pp. 45-69. Nueva York: Springer.