Competencias Matemáticas a través de la implementación de actividades provocadoras de modelos

Referencias

Carmona (2015). El gigante bondadoso (Actividad Provocadora de Modelos). San Antonio: Universidad de Texas, San Antonio. Recuperado de: https://drive.google.com/file/d/0BxA4nqHRAm7GS3Bqbml6UU9FRzg/view De Corte, E. (2007). Learning from Instruction: the Case of Mathematics. Learning Inquiry, 1, 19-30. English, L. D., Lesh, R. & Fennewald, T. (2008). Methodologies for Investigating Relationships between Concept Development and the Development of Problem Solving Abili- ties. In M. Santos & Y. Shimizu (Eds.), Proceedings of the 11th International Congress on Mathematical Education. Recuperado de: http://eprints.qut.edu.au/28452/ Kilpatrick, J. (2002). Understanding mathematic literacy: contributions of research. Edu- cational Studies in Mathematics, 47(1), 101-116. Kilpatrick, J. & Quinn, H. (Eds.). (2009). Science and Mathematics Education (Education Policy White Paper). Recuperado de: http://www.naeducation.org/cs/groups/naedsite/documents/webpage/naed_080865.pdf Kilpatrick, J. (2014). Competency Frameworks in Mathematics Education. En S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 85-87). Dordrecht, The Netherlands: Springer. Lesh, R. (1997). Matematización: la necesidad real de la fluidez en las representaciones. Enseñanza de las Ciencias, 15(3), 377-391. Lesh, R. & Doerr, H. M. (2003a). Foundations of a Models and Modeling Perspective on Mathematics Teaching, Learning, and Problem Solving. In R. Lesh & H. M. Doerr (Eds.), Beyond Constructivism. Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching (pp. 3-34). Mahwah, NJ: Lawrence Erlbaum Associates. Lesh, R., Cramer, K., Doerr, H., Post, T. & Zawojewsky, J. (2003). Model Development Sequences. In R. Lesh & H. M. Doerr (Eds.), Beyond Constructivism. Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching (pp. 35-58). Mahwah, NJ: Lawrence Erlbaum Associates. Lesh, R. & Doerr, H. M. (2003b). In what Ways does a Models and Modeling Perspective move beyond constructivism? In R. Lesh & H. M. Doerr (Eds.), Beyond Constructivism. Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and teaching (pp. 519-556). Mahwah, NJ: Lawrence Erlbaum Associates. Lesh, R. (2010). Tools, Researchable Issues and Conjectures for Investigating what it Means to Understand Statistics (or other Topics) Meaningfully. Journal of Mathematical Modeling and Application, 1(2), pp. 16-48. Lesh, R. & Yoon, C. (2004). Evolving Communities of Mind in which Development Involves several interacting and simultaneously developing strands. Mathematical Thinking and Learning, 6(2), pp. 205-226. National Council of Teachers of Mathematics. (2003). Principios para la educación matemática. (M. Fernández, Trad.). España: Sociedad Andaluza de Educación Matemática Thales. Santos-Trigo, M. (2007). Mathematical Problem Solving: An Evolving Research and Practice Domain. ZDM - The International Journal on Mathematics Education, 39(5, 6), pp. 523–536. Secretaría de Educación Pública. (2016). La Reforma integral de la educación media. Recuperado de: http://cosdac.sems.gob.mx/portal/index.php/riems Vergnaud, G. (1991). El niño, las matemáticas y la realidad: problemas de la enseñanza de las matemáticas en la escuela primaria. México: Trillas. Vargas-Alejo, V., Reyes-Rodríguez, A. V. & Cristóbal-Escalante, C. (2016). Ciclos de entendimiento de los conceptos de función y variación. Educación Matemática, 28(2), pp. 59-84.