Acuerdos y desacuerdos de formadores de profesores de matemática

Referencias

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Una mirada a las prácticas de los formadores de la especialidad matemática: el profesor, el conocimiento y la enseñanza. Disponible en http://www.cfe.edu.uy/images/stories/pdfs/publicaciones/2017/invest_2.pdf Even, R. (2008). Facing the challenge of educating educators to work with practising mathematics teachers. En B. Jaworski y T. Wood (Eds.), The Mathematics Teacher Educator as a Developing Professional. The International Handbook of Mathematics Teacher Education (Vol. 4, pp. 57 - 74). Sense Publishers. Even, R., y Ball, D. (2009). Setting the Stage for the ICMI Study of the Professional Education and Development of Teachers of Mathematics. En R. Even y D. L. Ball (Eds.), The professional education and development of teachers of mathematics. New ICMI Study Series (Vol. 11, pp. 1 – 10). Springer. Glaser, B. (2018). Getting Started. The Grounded Theory Review, 17 (1), 3 – 6. Glaser, B. G. y Holton, J. (2004). Remodeling Grounded Theory [80 paragraphs]. 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(2017). Research Mathematicians as Teacher Educators: Focusing on Mathematics for Secondary Mathematics Teachers. Journal of Mathematics Teacher Education, 21(5), 451- 473. Publicación previa en línea. https://doi.org/10.1007/s10857-017-9388-9 Ochoviet, C. y Olave, M. (2017). Los modelos docentes en la formación de profesores de matemática: elementos para repensar los ambientes didácticos. Recuperado de http://www.cfe.edu.uy/images/stories/pdfs/publicaciones/2017/invest_1.pdf Olave, M. (2013). Modelos de profesores formadores de matemáticas: ¿Cuáles son y en qué medida se transmiten a los futuros docentes? Un estudio de caso. (Tesis de doctorado no publicada). Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada del IPN, México. Pagés, D. (2021). Un caso de trabajo colaborativo de formadores de profesores de matemática. (Tesis de doctorado no publicada). Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada del IPN, México. 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