Conocimiento matemático fundamental para el grado de educación primaria: inicio de una línea de investigación

Referencias

Aballe, M. (2000). Aproximación al nivel de conocimiento matemático básico de futuros maestros de primaria. Uno. Revista de Didáctica de las Matemáticas, 25, 89- 107. Barcelona: Graó. Ball, D.L., Thames, M.H. y Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. Ball, D. L., Hill, H. C. y Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14–17, 20–22, 43–46. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann U, Krauss S, Neubrand M. y Tsai Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47, 133–180. Carrillo, J., Climent, N., Contreras, L.C., y Muñoz-Catalán, M. C. (2013). Mathematics teacher specialized knowledge. En B. Ubuz, Ç. Haser y M. A. Mariotti (Eds.), Proceedings of the 8th CERME. Turkey. Davis, B. (2011) Mathematics teachers’ subtle, complex disciplinary knowledge. Science, 332, 1506–1507. Döhrmann, M., Kaiser, B. y Blömeke, S. (2012). The conceptualisation of mathematics competencies in the international teacher education study TEDS-M. ZDM, 44, 325–340. Fennema, E., y Franke, L.M. (1992). Teachers’ knowledge and its impact. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147-164). New York, NY: MacMillan. Goos, M. (2013). Knowledge for teaching secondary school mathematics: what counts? International Journal of Mathematical Education in Science and Technology, 44(7), p. 1-13. Hodgen, J. (2011). Knowing and identity: A situated theory of mathematics knowledge in teaching. En T. Rowland y K. Ruthven (Eds.), Mathematical knowledge in teaching (pp. 27-42). Londres: Springer. Lacasa, J.M. y Rodríguez, J.C. (2013). Diversidad de centros, conocimientos y actitudes hacia la enseñanza de las matemáticas de los futuros maestros en España. En IEA (ed.) TEDS-M Informe español. Estudio Internacional sobre la formación inicial en matemáticas de los maestros. Volumen II. Análisis secundario. (pp. 63-108). Madrid: Ministerio de Educación, Cultura y Deporte. Linsell, C., y Anakin, M. (2012). Diagnostic Assessment of Pre-Service Teachers’ Mathematical Content Knowledge. Mathematics Teacher Education and Development, 14(2), 4–27. Linsell, C., y Anakin, M. (2013). Foundation Content Knowledge: What do pre-service teachers need to know? En V. Steinle, L. Ball y C. Bardini (Eds.), Mathematics Eduction: Yesterday, today and tomorrow (Proceedings f the 36th annual conference of MERGA) (pp. 442-449). Melbourne, VIC: MERGA. Ma, L. (1999). Knowing and teaching elementary mathematics: teachers’ understanding of fundamental mathematics in China and the United States. Hillsdale, NJ: Erlbaum. McDiarmid, G.W., Ball, D.L., y Anderson, C.W (1989). Why staying one chapter ahead doesn’t really work: Subject-specific pedagogy. En M.C. Reynolds (ed.). Knowledge base for the beginning teacher (pp. 193- 206). Oxford: Pergamon. Ministerio de Educación, Cultura y Deporte (2012). TEDS-M Estudio Internacional sobre la formación inicial en matemáticas de los maestros. Madrid (España). Montes, M. A., Contreras, L. C. y Carrillo., J. (2013). Conocimiento del profesor de matemáticas: Enfoques del MKT y del MTSK. En A. Berciano, G. Gutiérrez, A. Estepa y N. Climent (Eds.), Investigación en Educación Matemática XVII (pp. 403-410). Bilbao: SEIEM. Norton, S. (2012). Prior study of mathematics as a predictor of pre-service teacher’s success on tests of mathematics and pedagogical content knowledge. Mathematics Teacher Education and Development, 14 (1), 2-26. Petrou, M., y Goulding, M. (2011). Conceptualising teachers’ mathematical knowledge in teaching. En Rowland y Ruthven (coord.). Mathematical knowledge in teaching, (pp. 9-26). Londres: Springer. Rico, L., Gómez, P. y Cañadas, M. (2014). Formación Inicial en educación matemática de los maestros de primaria en España, 1991-2010. Revista de Educación, 363, 35-59. Rowland, T. and Turner, F. (2007) Developing and using the Knowledge Quartet: a framework for the observation of mathematics teaching. The Mathematics Educator, 10(1), pp. 107-124. Rowland, T. (2008). Researching teachers’ mathematics disciplinary knowledge. En P. Sullivan and T. Wood (Eds.) International handbook of mathematics teacher education, 1: 273-298. Rotterdam: Sense Rowland, T., Huckstep, P., y Thwaites, A. (2003). The Knowledge Quartet. Proceedings of the British Society for Research into Learning Mathematics, 23(3), 97-102. Rowland, T., Martyn, S., Barber, P., y Heal, C. (2000). Primary teacher trainees’ mathematics subject knowledge and classroom performance. En Rowland y Morgan (Eds.). Research in mathematics education Volume 2: Papers of the British Society for Research into Learning Mathematics (pp. 3-18). London: British Society for Research into Learning Mathematics. Rowland, T., Turner, F., Thwaites, A., y Huckstep, P. (2009). Developing primary mathematics teaching: Reflecting on practice with the knowledge quartet. London: Sage. Rowland, T., y Ruthven, K. (Eds.). (2011). Mathematical knowledge in teaching. London: Springer. Ryan, J., y McCrae, B. (2005/6). Assessing pre-service teachers' mathematics subject knowledge. Mathematics Teacher Education and Development, 7, 72-89. Senk, S., Tatto, M., Reckase, M., Rowley, G., Peck, R., y Bankov, K. (2012). Knowledge of future primary teachers for teaching mathematics: An international comparative study. ZDM, 44(3), 307–324. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14. Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. Stephens, M., (2003). Regulating the entry of teachers of mathematics into the profession: Challenges, new models, and glimpses into the future. En A.J. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick y F.K.S. Leung (Eds.) Second Handbook of Mathematics Education (pp. 767-174). Dordrecht: Kluwer Academic Pub. Walshaw, M. (2012). Teacher knowledge as fundamental to effective teaching practice. Journal of Mathematics Teacher Education, 15(3), 181-185.