Clasificación funcional y semántica de problemas aditivos

Referencias

Bruno, A. y Martinón, A. (1994). La recta en el aprendizaje de los números negativos. Suma, 18, 39-48. Bruno, A. y Martinón, A. (1996). Números negativos: sumar: restar. UNO: Revista de Didáctica de las Matemáticas (pendiente de publicación). Castro, E.; Rico, L. y Gil, F. (1992). Enfoques de investigación en problemas verbales aritméticos aditivos. Enseñanza delas Ciencias, 10 (3), 243—253. ‘Carpenter, T. and Moser, J. (1982). The development of Addition and Subtraction Pmblem-Solving S kills. En Carpenter, T. Moser, J. y Romberg, T. (ed.). Addition and Subtractian: A Cognitive Perspective, pp.9-24. Lawrence Erlbaum Associates, Hillsdale, New Jersey. Fuson, K. (1992). Research on whole number addition and subtraction. En Grows, D. (de). Handbook of Research on Mathematics Teaching and Learning, 243—275. MacMillan Publishing Company, Nueva York.. Nesher P. (1982). Levels of description in the analysis of addtion and subtraction word problems. En Carpenter, T. Moser, ]. and Romberg, T. (ed.). Addition and Subtractían: A Cognitive Perspective, pp. 25-38. Lawrence Erlbaum Associates, Hillsdale, Nueva Jersey. Nesher, P.; Greene, J.G. and Riley, MS. (1983). The development of semantic categories for addition and subtraction. Educational Studies in Mathematics, 13, 373-394. Riley, M.S.; Greeno, GJ. and Heller, J. 1. (1983). Development of children's problemasolving ability in arithmetic. En Ginsburg, H. P. (ed.). The development of mathematícal thinking, pp. 153-196. Academic Press, Nueva York. Vergnaud, G. (1982) A classification of cognitive tasks and operations of though involved in addition and subtraction problems. En Carpenter, T. Moser, ]. y Romberg, T. (ed.). Additian and Subtraction: A Cognitive Perspective, pp. 35—59. Lawrence Erlbaum Associates, Hillsdale, Nueva Jersey.