Resolución de problemas en matemática y su integración con la enseñanza de valores eticos: el caso de Chile

Referencias

ANDREOLI, V. Carta a un profesor. Barcelona: Integral, 2008. ARTHUR, J. Of good character: Exploring virtues and values in 3-25 year olds. Exeter, UK: Academic Imprint, 2010. ARTHUR, J.; WILSON, K. New research directions in character and values education in the UK. In: LOVAT, T.; TOOMEY, R.; CLEMENT, N. (Eds.). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer, 2010. p. 339-358. BAZZINI, L. Las dos caras de las matemáticas en Italia: propuestas para la educación básica. In: GIMENEZ, J. (Org.). Matemáticas en Europa: diversas perspectivas.Barcelona: Grao, 2001. p. 34-46. BEATON, A.; MULLIS, I. V. S.; MARTIN, M. O.; GONZÁLEZ, E. J.; KELLY, D. L.;SMITH, T. A TIMSS Assessment Frameworks and Specifications 2003. TIMSS International Study Center 2003. Chestnut Hill, MA: Boston College, 2003. BENNINGA, J.; BERKOWITZ, M.; KUEHN, P.; SMITH, K. Character and academics: What good schools do. Phi Delta Kappan, Bloomington, v. 87, p. 448-452, Jan. 2006. BERKOWITZ, M. What works in values education. International Journal of Educational Research, Durham, v. 50, n. 3, p. 153-158, 2011. CARR, D. Character and moral choice in the cultivation of virtue. Philosophy,Cambridge, v. 78, n. 2, p. 219-232, Mar. 2003. CARR, D. Professional and personal values and virtues in education and teaching.Oxford Review of Education, London, v. 32, n 2., p. 171-183, Aug. 2006. CARR, D. Virtues, mixed emotions and moral ambivalence. Philosophy, Cambridge, v. 84, n. 1, p. 31-46, Jan. 2009. CARR, D. Personal and professional values in teaching. In: LOVAT, T.; TOOMEY, R.; CLEMENT, N. (Eds.). International research handbook on values education and student wellbeing. Dordrecht: Springer, 2010. p. 63-74. CARR, D. Values Education and Holistic Learning. nternational Journal of Educational Research, Durham, v. 50, n.3, p. 171-176, 2011. COCKERILL, A. Values education in the Soviet State: The lasting contribution of V.A. Sukhomlinsky. International Journal of Educational Research, Durham, v. 50, n. 3, p. 198-204, 2011. CROTTY, R. Values education as an ethical dilemma about sociability. In: LOVAT, T.; TOOMEY, R.; CLEMENT, N. (Eds.). International research handbook on values education and student wellbeing. Dordrecht: Springer, 2010. p. 631-644. CHAMORRO, M. Las dificultades de lectura y comprensión de los problemas matemáticos escolares. UNO: Revista de Didáctica de las Matemáticas, Barcelona, v. 33, p. 99-119, June 2003. DASOO, N. Nurturing teacher wellbeing through values education. In: LOVAT, T.; TOOMEY, R.; CLEMENT, N. (Eds.). International research handbook on values education and student wellbeing. Dordrecht: Springer, 2010. p. 359-376. DAVIDSON, M.; LICKONA, T.; KHMELKOV, V. Smart and good schools: A paradigm shift for character education. Education Week, Bethesda, v. 27, n. 12, p. 32-40, Nov. 2007. DAVIDSON, M.; KHMELKOV, V.; LICKONA, T. The power of character: Needed for, and developed from, teaching and learning. In: LOVAT, T.; TOOMEY, R.; CLEMENT, N. (Eds.). International research handbook on values education and student wellbeing. Dordrecht: Springer, 2010. p. 427-454. DEEWR. Giving voice to the impacts of values education: The final report of the Values in Action Schools Project. Canberra: Australian Government Department of Education, Employment and Workplace Relations, 2010. Disponible en: http://www.valueseducation.edu.au/values/val_vasp_final_report,30121.html. Acceso en: 24. Mar. 2013. DEWEY, J. The quest for certainty: A study of the relation of knowledge and action.London: George Allen & Unwin, 1930. DÍAZ, V.; POBLETE, A. Resolver tipos de problemas matemáticos: ¿una habilidad inhabilitante?. Revista Epsilon, Sevilla, v. 14, n. 42, p. 409-423, dic. 1998 DÍAZ, V.; POBLETE, A. Objetivos transversales en situaciones problemas en matemáticas: una evaluación en reforma. Revista Investigaciones en Educación, Temuco, v. vi, n. 1,p. 129-146, jul. 2006. DÍAZ, V.; POBLETE , A. Competencias y transposición didáctica: binomio para un efectivo perfeccionamiento en matemática. Revista Investigación y Postgrado, Carácas, v. 24, n. 2, p. 77-107, ago. 2009. GARCÍA, E. Resolución de problemas y desarrollo de capacidades. UNO: Revista de didáctica de las Matemáticas, Barcelona, v. 29, p. 20-38, mar. 2002. HABERMAS, J. Knowledge and human interests. Tradução de J. Shapiro. London: Heinemann, 1972. HABERMAS, J. Theory and practice. Tradução de J. Viertal. London: Heinemann, 1974. KRISTJÁNNSON, K. Aristotle, emotions and education. Aldershot: Ashgate, 2007. KRISTJÁNNSON, K. The self and its emotions. Cambridge: Cambridge University Press, 2010. LOVAT, T. Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, Durham, v. 50, n. 3, p. 148-152, 2011. Disponible en:. Acceso en: 24 mar. 2013. LOVAT, T.; TOOMEY, R. (Eds.). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer, 2009. LOVAT, T.; TOOMEY, R.; CLEMENT, N. (Eds.). International research handbook on values education and student wellbeing. Dordrecht: Springer, 2010. LOVAT, T.; DALLY, K.; CLEMENT, N.; TOOMEY, R. Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer, 2011. MINEDC. Ministerio de Educación Chile. Educación Secundaria. Formación General. Santiago: Impresos Universitaria, dic. 2011. MINEDUC. Ministerio de Educación Chile. Objetivos Fundamentales y Contenidos Mínimos Obligatorios de la Educación Secundaria. Santiago: Impresos Universitaria, oct. 2000. N.C.T.M. Problem Solving in School Mathematics. Virginia: Preston, 1980. NUCCI, L.; NARVAEZ, D. (Eds.). Handbook of moral and character education. New York: Routledge, 2008. OROZCO, J. Valores, Juventud, Sociedad y Futuro. Revista Educación en Valores, Valencia, v. 2, n 6, p. 55-61, dic. 2006. OSTERMAN, K. F. Teacher practice and students’ sense of belonging. In: LOVAT, T.; TOOMEY, R.; CLEMENT, N. (Eds.). International research handbook on values education and student wellbeing. Dordrecht: Springer, 2010. p. 239-260. PAGAN, N. Configuring the moral self: Aristotle and Dewey. Foundations of Science, Netherlands, v. 13, n. 3, p. 239-250, Sep. 2008 PAMENTAL, N. Dewey, situationism, and moral education. Educational Theory,Illinois, v. 60, n. 2, p. 147-166, Apr. 2010. POLYA, G. How To Solve it. New Jersey: Princeton University Press,1982. SANTOS, M. Una pretensión problemática: educar para los valores y preparar para la vida. Revista de Educación, Madrid, v. 35, n. 351s, p. 36-47, abr. 2010. SCHOENFELD, A. Problem Solving in Context(s). In: CHARLES, R.; SILVER, E. (Ed). The Teaching and Assesing of Mathematical Problem Solving. Reston, VA: The National Council of Teachers of Mathematics, 1988. p. 32-60. SOKO, B.; HAMMOND, S.; BERKOWITZ, M. The developmental contours of character. In: LOVAT, T.; TOOMEY, R.; CLEMENT, N. (Eds.). International research handbook on values education and student wellbeing. Dordrecht: Springer, 2010. p. 579-604. TIRRI, K. Holistic school pedagogy and values: Finnish teachers’ and students’ perspectives. International Journal of Educational Research, Durham, v. 50, n. 3, p. 159-165, 2011. TOOMEY, R.; LOVAT, T.; CLEMENT, N.; DALLY, K. (Eds.). Teacher education and values pedagogy: A student wellbeing approach. Sydney: David Barlow Publishing, 2010.