Funes: depósito electrónico de documentos en Educación Matemática

Referencias

Lave, J. y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University. Llinares, S. y Krainer, K. (2006). Mathematics (student) teachers and teacher educators as learners. En A. Gutiérrez y P. Boero (Eds.), Handbook of research on the psychology of mathematics education. Past, present and future (pp. 429-459). Rotterdam: Sense Publishers. López, A. (2007). Guía para la puesta en marcha de un repositorio institu-cional. Trabajo presentado en SEDIC, Madrid. McClain, K. y Cobb, P. (2004). The critical role of institutional context in teacher development. En A. Millet, M. Brown, M. Askew y D. Jonhson, Proceedings of the 28th conference of the Internactional Group for the Psychology of Mathematics Education (Vol. 3, pp. 281-288). Bergen: Bergen University College. Pegg, J. y Krainer, K. (2007). Studies on regional and national reform initiatives as a means to im-prove mathematics teaching and learning at scale. En K. Krainer y T. Wood (Eds.), The international handbook of mathematics teacher education (Vol. 3, pp. 255-280). Rotterdam: Sense Publishers. Wenger, E. (1998). Communities of practice. Learning, meaning, and iden-tity. Cambridge: Cabridge University. Wenger, E. (2004). Learning for a small planet. A research agenda. Descargado el 26/9/2004, 2004, de http://www.ewenger.com/research/researchplandownload.htm Wenger, E., McDermott, R. y Synder, W. (2002). Cultivating communities of practice. Boston: Harvard Business School Press.