La mirada profesional de los estudiantes para maestro de infantil en situaciones de aula y planificación de tareas de aprendizaje

Referencias

Alsina, A. (2011). Educación matemática en contexto: de 3 a 6 años. I.C.E. Universitat de Barcelona. Hosori Editorial, S. L. (p. 176). Ball, D. L., Thames, M. H. y Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389-407. Clements, D. y Sarama, J. (2004). Learning trajectories in mathematics education. Mathe- matical Thinking and Learning, 6(2), 81-89. Decreto 38/2008, de 28 de marzo, del Consell, por el que se establece el currículo del segundo ciclo de la Educación Infantil en la Comunitat Valenciana. [2008/3838] (DOGV núm. 5734 de 03.04.2008). Drijvers, P., Kieran, C. y Mariotti, M. A. (2010). Integrating technology into mathematics education: Theoretical perspectives. En C. Hoyles y J. B. Lagrange (Eds.), Mathematics education and technology: Rethinking the terrain (pp. 89-132). New York: Springer. Drijvers, P. y Trouche, L. (2008). From artifacts to instruments: A theoretical framework behind the orchestra metaphor. Research on technology and the teaching and learning of mathematics, 2, 363-392. Fernández, C., Sánchez-Matamoros, G., Moreno, M. y Callejo, M. L. (2018). La coor- dinación de las aproximaciones en la comprensión del concepto de límite cuando los estudiantes para profesor anticipan respuestas de estudiantes. Enseñanza de las Ciencias, 36(1), 143-162. Fernández, C., Sánchez-Matamoros, G., Valls, J. y Callejo, M. L. (2018). Noticing students’ mathematical thinking: characterization, development and contexts. Avances en Investigación en Educación Matemática, 13, 39-61. Fernandez, C. y Yoshida, M. (2004). Lesson study: A case of a Japanese approach to improving instruction through school-based teacher development. Mahwah, EEUU: Erlbaum. Godino, J. D., Giacomone, B., Batanero, C. y Font, V. (2017). Enfoque ontosemiótico de los conocimientos y competencias del profesor de matemáticas. Bolema, 31(57), 90-113. Ivars, P., Fernández, C., Llinares, S. y Choy, B. H. (2018). Enhancing noticing: Using a hypothetical learning trajectory to improve pre-service primary teachers’ professional discourse. Eurasia Journal of Mathematics, Science, and Technology Education, 14(11), em 1599. Jacobs, V. R., Lamb, L. C. y Philipp, R. (2010). Professional noticing of children’s mathe- matical thinking. Journal for Research in Mathematics Education, 41(2), 169-202. Krupa, E. E., Huey, M., Lesseig, K., Casey, S. y Monson, D. (2017). Investigating secon- dary preservice teacher noticing of students’ mathematical thinking. En E. O. Schack et al. (Eds.). Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks (pp. 49-71). Springer. Llinares, S., Fernández, C. y Sánchez-Matamoros, G. (2016). Changes in how prospective teachers anticipate secondary students’ answers. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2155-2170. doi:10.12973/eurasia.2016.1295a Mason, J. (2002). Researching your own practice. The discipline of noticing. London: Rout- ledge-Falmer. Rabardel, P. (1995). Les hommes et les technologies: approche cognitive des instruments contem- porains. Paris: Armand Colin. Rabardel, P. (2002). People and technology-A cognitive approach to contemporary ins- truments. Recuperado el 12 de febrero de 2018, de: http://ergoserv.psy.univ-paris8.fr. Sánchez-Matamoros, G., Fernández, C. y Llinares, S. (2015). Developing pre-service tea- chers’ noticing of students’ understanding of the derivative concept. International Jour- nal of Science and Mathematics Education, 13(6), 305-1329. Sánchez-Matamoros, G., Moreno, M., Callejo, M. L., Pérez-Tyteca, P. y Valls, J. (2017). Desarrollo de la competencia «mirar profesionalmente»: un estudio de caso. En J. M. Muñoz-Escolano, A. Arnal-Bailera, P. Beltrán-Pellicer, M. L. Callejo y J. Carrillo (Eds.), Investigación en Educación Matemática XXI (pp. 457-466). Zaragoza: SEIEM. Sánchez-Matamoros, G., Moreno, M., Pérez-Tyteca, P. y Callejo, M. L. (2018). Trayec- toria de aprendizaje de la longitud y su medida como instrumento conceptual usado por futuros maestros de educación infantil. Revista Latinoamericana de Investigación en Matemática Educativa 21(2), 203-228. Sánchez-Matamoros, G., Moreno, M., Valls, J. y Callejo, M. L. (2018). Use of a learning trajectory as a conceptual instrument to develop the competence of professional noti- cing. En E. Bergqvist, M. Österholm, C. Granberg y L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Educa- tion (Vol. 4, pp. 107-114). Umeå, Sweden: PME. Sarama J. y Clements D. (2009). Early childhood mathematics education research. Learning trajectories for young children. London and New York: Routledge. Schack, E. O., Fisher, M. H., Thomas, J. N., Eisenhardt, S., Tassell, J. y Yoder, M. (2013). Prospective elementary school teachers’ professional noticing of children’s early nume- racy. Journal of Mathematics Teacher Education 16, 379-397. Son, J. (2013). How preservice teachers interpret and respond to student errors: ratio and proportion in similar rectangles. Educational Studies in Mathematics, 84, 49-70. Sztajn, P., Confrey, J., Wilson, P. H. y Edgington, C. (2012). Learning trajectory based instruction: Toward a theory of teaching. Educational Researcher, 41(5), 147-156. Trouche, L. (2004). Managing the complexity of human/machine interactions environ- ments: Guiding student's command process through instrumental orchestrations. In- ternational Journal of Computers for Mathematical Learning, 9(3), 281-307. van den Heuvel-Panhuizen, M. y Buys, K. (2005). Young children learn measurement and geometry. TAL Project. Freudenthal Institute, Utrech University and National Institute for Curriculum Development. Utrech. The Netherlands. Verillon, P. y Rabardel, P. (1995). Cognition and artifacts: A contribution to the study of thought in relation to instrument activity. European Journal of psychology of education, 9(3), 77-101. Vygotsky, L. S. (1985). La méthode instrumentale en psychologie. En B. Schneuwly y J. P. Bronckart (Eds.), Vygotsdy aujourd`hui (pp. 39-47). Neudchâtel: Delachaux & Niestlé. Wilson, P. H., Mojica, G. y Confrey, J. (2013). Learning trajectories in teacher education: Supporting teachers’ understanding of students’ mathematical thinking. Journal of Ma- thematical Behavior, 32, 103-121. Wilson, P. H., Sztajn, P., Edgington, C. y Myers, M. (2015). Teachers’ use of a learning tra- jectory in student-centered instructional practices. Journal of Teacher Education, 66(3), 227-244.