Resolución de problemas y talento matemático

Referencias

[1] ANDRE, T., Problem solving and education. En G.D. Phye y T. Andre (Eds.), Cognitive classroom learning. Understanding, thinking, and problem solving. New York: Academic Press. 1986. [2] BA˜NUELOS, A., Resolución de problemas matemáticos en estudiantes de bachillerato. Perfiles Educativos, N◦ 67, 50-58. 1995. [3] BRIARS, D.; LARKIN, J., An integrated model of skill in solving elementary word problems. Cognition& instruction, 1, 245-296. 1984. [4] BROWN, J.; BURTON, R., Diagnostic models for procedural bugs in basic mathematical skills. Cognitive Science, 2, 155-192. 1978. [5] BROWN, J.; VANLEHN, K., Repair theory: A generative theory of bugs in procedural skills. Cognitive Science, 4, 379-426. 1980. [6] CARPENTER, T., Learning to add and substract: An exercise in problem solving. En E.A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives. Hillsdale, NJ: L.E.A. 1985. [7] CARPENTER, T.; MOSER, J., The acquisition of addition and substraction concepts in grades one through three. Journal of Research in Mathematics Education, 15, 170- 202. 1984. [8] CHI, M.; GLASER, R., Problem solving abilities. Material mimeografiado. 1983. [9] CHI, M.; FELTOVICH, P; GLASER, R., Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152. 1981. [10] CHI, M.; GLASER, R.; REES, E., Expertise in problem solving. En R. Sternberg (Ed.), Advances in the psychology of human intelligence. Vol. 1. Hillsdale, NJ: Erlbaum. 1981. [11] DIJKSTRA, S., Instructional design models and the representation of knowledge and skills. Educational Technology, 31, (6), 19-26. 1991. [12] DUHALDE, M.; GONZ´ALEZ, M., Encuentros cercanos con la matemática. Buenos Aires: Aique. 1997. [13] GAGN´ E, R.; GLASER, R., Foundations in learning research. En R.M. Gagn´e (Ed.), Instructional technology: Foundations. Hillsdale, NJ: Erlbaum. 1987. [14] GOLDMAN, S., Strategy instruction in mathematics. Learning Disability Quarterly, 12, 43-55. 1989. [15] GREENO, J., Trends in the theory of knowledge for problem solving. En D.T. Tuma y F. Reif (Eds.), Problem solving and education. Issues in teaching and research. Hillsdale, NJ: Erlbaum. 1980. [16] GROEN, G.; PARKMAN, J., A chronometric analysis of simple addition. Psychological Review, 79, 329-343. 1972. [17] HAYES, J., The complete problem solver. Philadelphia: Franklin Institute Press. 1981. [18] HEGARTY, M.; MAYER, R.; MONK, C., Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. Journal of Educational Psychology, 87, 18-32. 1995. [19] HINSLEY, D.; HAYES, J.; SIMON, H., From words to equations: Meaning and representation in algebra word problems. En M.A. Just y P.A. Carpenter (Eds.), Cognitive processes in comprehension. Hillsdale, NJ: Erlbaum. 1977. [20] JITENDRA, A.; KAMEENUI, E., Experts’ and novices’ errors patterns in solving part-whole mathematical word problems. The Journal of Educational Research, 90, (1), 42-51. 1996. [21] KANTOWSKI, M., The teaching experiments and soviet studies of problem solving. En I.L. Hatfield y D.A. Bradbard (Eds.), Mathematical problem solving: Papers from a research workshop. Columbus, Ohio: ERIC/SMEAC. 1978. [22] KILPATRICK, J., Analyzing the solution of word problems in mathematics. An exploratory study. Tesis doctoral. Universidad de Stanford, California. Dissertation Abstracts International, 1968, 28, 4380A. 1967. [23] KINTSCH, W., Learning from text. Cognition& Instruction, 3, 87-108. 1986. [24] KINTSCH, W., Understanding word problems: Linguistic factors in problem solving. En M. Nagao (Ed.), Language and artificial intelligence. North Holland: Elsevier Science Publisher B.V. 1987. [25] KINTSCH, W.; GREENO, J., Understanding and solving arithmetic word problems. Material mimeografiado. 1984. [26] KINTSCH, W.; VANDIJK, T., Toward a model of text comprehension and production. Psychological Review, 85, 363-394. 1978. [27] KRULIK, S.; RUDNICK, J., Teaching problem solving to preservice teachers. Arithmetic Teacher, February, 42-49. 1982. [28] LARKIN, J.; MCDERMOTT, P.; SIMON, D.; SIMON, H. A, Expert and novice performance in solving physics problems. Science, 208, 1335-1342. 1980. [29] LESTER, F., Mathematical problem solving in the elementary school: Some educational and psychological considerations. En L.L. Hatfield y D.A. Bradbard (Eds.), Mathematical problem solving: Papers from a research workshop. Columbus, Ohio: ERIC/SMEAC. 1978. [30] MAYER, R., Frequency norms and structural analysis of algebra story problems into families, categories and templates. Instructional Science, 10, 135-175. 1981. [31] MAYER, R., Thinking, problem solving and cognition. New York: Freeman. 1983. [32] MAYER, R., Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84, (4), 405-412. 1992. [33] MONEREO, C.; Castelló, M.; Clariana, M.; Palma, M.; Pérez, M., Estrategias de enseñanza y aprendizaje. Formación del profesorado y aplicación en la escuela. Barcelona: Graó. 1995. [34] NEWELL, A.; SIMON, H., Human problem solving. Englewood Cliffs, NJ: Prentice Hall. 1972. [35] NORMAN, D.; RUMELHART, E., Explorations in cognition. San Francisco: Freeman. 1975. [36] POLYA, G., Mathematical discovery: On understanding, learning and teaching problem solving. Vol. 2. New York: Wiley. 1965. [37] RESNICK, L.; FORD, W., The psychology of mathematics for instruction. Hillsdale, NJ: L.E.A. 1981. [38] RIMOLDI, H., Solución de problemas: Teoría, metodología y experimentación. Revista de Psicología General y Aplicada, 39, 75-96. 1984. [39] SCHOENFELD, A., Mathematical problem solving. Orlando, FL: Academic Press. 1985. [40] SIEGLER, R.; SHRAGER, J., Strategy choices in addition: How children know what to do. Trabajo presentado en el décimo octavo Simposio Anual Carnegie sobre Cognición. Pittsburgh, PA. 1983. [41] SUPPES, P.; GROEN, G.J., Some counting models for first grade performance data on simple addition facts. En J.M. Scandura (Ed.), Research in mathematics education. Washington, D.C.: National Council of Teachers of Mathematics. 1967. [42] STERNBERG, R., Razonamiento, solución de problemas e inteligencia. En R.J. Sternberg (Ed.), Inteligencia humana, II. Cognición, personalidad e inteligencia. Buenos Aires: Paidós. 1987. [43] STIGLER, J.; LEE, S; STEVENSON, H., Mathematical knowledge of Japanese, Chinese, and American elementary school children. Reston, VA: National Council of Teachers of Mathematics. 1990. [44] WALLAS, G., The art of thought. New York: Harcourt Brace Jovanovich. 1926.