Características biográficas del docente de matemáticas para la justicia social en educación secundaria

Referencias

Banks, J. A. (2003). Teaching literacy for social justice and global citizenship. Language Arts, 81(1), 18- 19. Bateiha, S. y Reeder, S. (2014). Transforming elementary preservice teachers' mathematical knowledge for and through social understanding. Revista Internacional de Educación para la Justicia Social (RIEJS), 3(1), 71-86 Bolívar, A. (2005). Equidad Educativa y Teorías de la Justicia. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(2), 42-69. Chartres, M. (2008). Are my students in engaged in critical mathematics education? In J.F. Matos, P. Valero, & K. Yasukawa (Eds.), Proceedings of the Fifth International Mathematics Education and Society Conference (pp. 23-45). Lisbon: Centro de Investigação em Educação. Chronaki, A. (2010). Revisiting Mathemacy: a process-reading of critical mathematics education. En 3 Esta información se ha obtenido de las observaciones realizadas al mismo profesor durante 8 sesiones y se analiza en otra comunicación presentada en este congreso. Comunicación XIV CIAEM-IACME, Chiapas, México, 2015. Características biográficas del docente de Matemáticas para la JS en Educación Secundaria 10 Alrø, H., Ravn, O. y Valero, P. Critical Mathematics Education: Past, present and future (pp. 31- 49). Rotterdam: Sense Publishers. Cochran-Smith, M. (2009). Toward A Theory Of Teacher Education For Social Justice. En M. Fullan, A. Hargreaves, D. Hopkins y A. Lieberman (Eds.), The International Handbook of Educational Change (pp. 916-951). Nueva York: Springer Publishing Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D., Barnatt, J., y McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 1-48. Ernest, P. (2010). The scope and limits of Critical Mathematics Education. En Alrø, H., Ravn, O. y Valero, P. Critical Mathematics Education: Past, present and future (pp. 65-87). Rotterdam: Sense Publishers. Forrest, M. (1997). Literacy and Numeracy. ALEA, Language in Mathematics Newsletter, 8, 1-10. Frankenstein, M. (2001). Reading the world with math: Goals for a critical mathematical literacy curriculum in mathematics. In AAVV, Mathematics: Shaping Australia Conference Proceedings 18th Biennial Conference of the Australian Association of Mathematics (pp. 53-64). Adelaide, SA: AAMT. Frankenstein, M. (2014). Which measures count for the public interest? Revista Internacional de Educación para la Justicia Social (RIEJS), 3(1), 133-156. Fraser, N. (2008). Escalas de justicia. Barcelona: Herder Michelli, N., y Keiser, D. (Eds.). (2005). Teacher education for democracy and social justice. Nueva York: Routledge/Taylor & Francis. Murillo, F.J., Román, M., y Hernández Castilla, R. (2011). Evaluación Educativa para la Justicia Social. Revista Iberoamericana de Evaluación Educativa, 4(1), 7-23. North, C.E. (2006). More Than Words? Delving Into the Substantive Meaning(s) of “Social Justice” in Education. Review of Educational Research, 76(4), 507–535. Osler, J. (2007). A Guide for Integrating Issues of Social and Economic Justice into Mathematics Curriculum. Retrieved from http://www.radicalmath.org/docs Paige, K. y Hardy, G. (2014). Socio-scientific issues and educating for an ecologically and socially just world: A transdisciplinary approach for engaging pre-service teachers in Science and Mathematics. Revista Internacional de Educación para la Justicia Social (RIEJS), 3(1), 17-36. Sen, A.K. (2010). La idea de la Justicia. Madrid: Taurus. Skovsmose, O. (1994). Towards a philosophy of critical mathematics education. Dordretch: Kluwer Publishers. Young, I.M. (2008). From constructivism to realism in the sociology of the curriculum. Review of Research in Education, 32, 1-28. Young, I.M. (2010). Responsibility for Justice. Oxford: Oxford University Press. Zeichner, K. (2009). Teacher education and the struggle for social justice. Nueva York.