Educación Matemática y COVID-19 en las Américas: limitaciones, adaptaciones, y lecciones aprendidas

Referencias

Bakker, A., Cai, J. y Zenger, L. (2021). Future themes of mathematics education research: an international survey before and during the pandemic. Educational Studies in Mathematics, 107, 1-24, https://doi.org/10.1007/s10649-021-10049-w Borba, M., Engelbrecht, J. y Llinares, S. (2021). Using Digital Technology and Blending to Change the Matheamtics Education Classroom and Mathematics Teacher Education. En K. Hollebrands, Anderson, R. y Oliver, K. (eds.). Online Learning in Mathematics Education. Springer: London. Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., y Sánchez-Aguilar, M. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM Mathematics Education, 48, 589–610. DOI: https://doi.org/10.1007/s11858-016-0798-4 Breda, A., Farsani, D. y Miarka, R. (2020). Political, technical and pedagogical effects of the COVID-19 Pandemic in Mathematics Education: an overview of Brazil, Chile and Spain. Revista INTERMATHS, 1(1), jul/Dec, 3-19. DOI: https://doi.org/10.22481/intermaths.v1i1.7400 Castro, W. F.; Pino-Fan, L.; Lugo-Armenta, J.; Toro, J.A. y Retamal, S. (2020). A Mathematics Education Research Agenda in Lain America Motivated by Coronavirus Pandemic. EURASIA Journal of Mathematics, Science and Technology Education, 16(12), em1919, https://doi.org/10.29333/ejmste/9277 Dos Santos, R.; Bülbül, M.S., Lemes, I. (2020). Evidence from Google trends of a widening secondlevel digital divide in Brazil. Even worse with the covid-19. Acta Scientiae, 22(4), 121-154, https://dpi.org/10.17648/acta.scintiae.6006. Engelbrecht, J.; Llinares, S. y Borba, M. (2020). Transformation of the mathematics classroom with the internet. ZDM Mathematics Education, 52, 825-841. https://doi.org/10.1007/s11858-020-01176-4 Engelbrecht, J.; Borba, M., Llinares, S. y Kaiser, G. (2020). Will 2020 be remenbered as the year in which education was changed? ZDM Mathematics Education, 52, 821-824. https://doi.org/10.1007/s11858-020-01185-3 Font, V. y Sala, G. (2020). 2021 Un año de incertidumbres para la Educación Matemática. Bolema: Boletim de Educaçao Matemática, 34(68), Sept/Dec, https://doi.org/10.1590/1980-4415v34n68e01 Mercado-Sanchez, G.A. (2020). Las matemáticas em los tempos del Coronavirus. Educación Matemática, 32(1), 7-10. Mulenga, E.M. y Marban, J.M. (2020-a). Is COVID-19 the Gateway for Digital Learning in Mathematics Education? Contemporary Educational Technology, 12(2), ep269, https://doi.org/10.30935/cedtech/7949 Mulenga, E.M. y Marban, J.M. (2020-b). Prospective Teachers’ online learning Mathematics Activities in the Age of COVID-19: A Cluster Analysis Approach. EURASIA Journal of Mathematics, Science and Technology Education, 16(9), em1872, https://doi.org/10.29333/ejmste/8345 Oechsler, V., y Borba, M. (2020). Mathematical videos, social semiotics and the changing classroom. ZDM Mathematics Education, 52(5), 989-1001. https://doi.org/10.1007/s11858-020-01131-3 Sánchez-Aguilar, M., y Castaneda, A. (2021). What mathematical competencies does a citizen needs to interpret Mexico’’ official information about the COVID-19 pandemic? Educational Studies in Mathematics, https://doi.org/10.1007/s10649-021-10082-9 https://es.unesco.org/fieldoffice/santiago/covid-19-education-alc/respuestas UNESCO: la educación en América Latina y el Caribe ante la COVID-19 https://edpolicyinca.org/newsroom/covid-19-and-educational-equity-crisis PACE-Policy Analysis for California Education. Report: COVID-19 and the Educational Equity Crisis. Evidence on Learning Loss From the CORE Data Collaborative.