Aportes del estudio de configuraciones epistémicas y cognitivas sobre la proporcionalidad en la formación inicial de profesores de primaria

Referencias

Adjiage, R. y Pluvinage, F. (2007). An experiment in teaching ratio and proportion. Educational Studies in Mathematics, 65, 149–175 Ben-Chaim, D., Keret, Y. e Ilany, B. (2007) Designing and implementing authentic investigative proportional reasoning tasks: the impact on pre-service mathematics teachers’ content and pedagogical knowledge and attitudes. Journal of Mathematics Teacher Education, 10, 333–340. Castro, W. F. y Godino, J. D. (2008). Evaluación del razonamiento algebraico elemental en futuros maestros: Un estudio exploratorio. En L. González (Coord.). Investigación en Educación Matemática, XII Simposio de la SEIEM. Badajoz: SEIEM. Disponible en: http://www.seiem.es/publicaciones/actas.htm Godino, J. D., Batanero, C. y Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM. The International Journal on Mathematics Education, 39 (1-2), 127-135. Godino, J. D., Rivas, M., Castro, W. F. y Konic, P. (2008). Epistemic and cognitive analysis of an arithmetic – algebraic problem solution. ICME 11, TSG 27: Mathematical knowledge for teaching. Disponible en: http://tsg.icme11.org/document/get/391 Hill, H. C., Ball, D. L., y Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372-400. Ilany, B., Keret, Y., y Ben-Chaim, D. (2004). Implementation of a model using authentic investigative activities for teaching ratio and proportion in pre-service elementary teacher education. In M. J. Høines & A. B. Fuglestad (Eds.), Proc. 28th Conf. of the Int. Group for the Psychology of Mathematics Education (Vol. 3, pp. 81–88). Bergen, Norway: PME. Kenney, P., Lindquist, M. y Heffernan, C. (2002). Butterflies and caterpillars: Multiplicative and proportional reasoning in the early grades. En B. Litwiller y G. Bright. (Eds.). Making sense of fractions, ratios, and proportions. (pp. 87-99). Reston, Virginia: National Council of Teachers of Mathematics. Lamon, S. J. (2007). Rational numbers and proportional reasoning: Toward a theoretical framework for research. En F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 1, pp. 629-667). Charlotte, NC: Information Age Publishing. Lesh, R., Post, T., y Behr, M. (1988). Proportional reasoning. En M. Behr y J. Hiebert (Eds.), Number concepts and operations for the middle grades (pp. 93-118). Hillsdale, N.J.: Lawrence Erlbaum. National Council of the Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: The Council. Person, A., Berenson, S. y Greenspon, P. (2004). The role of number in proportional reasoning: a prospective teacher’s understanding. En M. J. Høines y A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 17–24). Bergen, Norway: PME Sowder, J., Armstrong, B., Lamon, S., Simon, M., Sowder, L. y Tompson, A. (1998). Educating teachers to teach multiplicative structures in the middle grades. Journal of Mathematics Teacher Education, 1, 127–155. Steinthorsdottir, O. B. (2006). Proportional reasoning: Variable influencing the problems difficulty level and one’s use of problem solving strategies. En J. Novotná, H. Moraová, M. Krátká y N. Stehlíková. (Eds.), Proceedings of 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 169-176). Prague: PME.