Comportamiento de estudiantes universitarios al usar definiciones matemáticas

Referencias

Alcock, L. (2010). Mathematicians’ perspectives on the teaching and learning of proof. Research in collegiate mathematics education VII, 63-91. Alcock, L., & Simpson, A. (2002a). Definitions: Dealing with categories mathematically. For the Learning of Mathematics, 22(2), 28-34. Alcock, L. J., & Simpson, A. P. (2002b). Two components in learning to reason using definitions. In Proceedings of the 2nd International Conference on the Teaching of Mathematics (at the Undergraduate Level). Bills, L., Dreyfus, T., Mason, J., Tsamir, P., Watson, A., & Zaslavsky, O. (2006). Exemplification in mathematics education. In Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 1, 126-154. Bills, L., & Tall, D. (1998). Operable definitions in advanced mathematics: The case of the least upper bound. In A. Olivier and K. Newstead (Eds.), Proceedings of the 22nd Conference of the International Group for the Psycology of Mathematics Education (Vol. 2, pp. 104-111). Stellenbosch, South Africa: University of Stellenbosch. Dahlberg, R. P., & Housman, D. L. (1997). Facilitating learning events through example generation. Educational Studies in Mathematics, 33(3), 283-299. Edwards, B. S., & Ward, M. B. (2004). Surprises from mathematics education research: Student (mis) use of mathematical definitions. The American Mathematical Monthly, 111(5), 411-424. Fernández, E. (2004). The students’ take on the epsilon-delta definition of a limit. Problems, Resources, and Issues in Mathematics Undergraduate Studies, 14(1), 43-54. Comportamiento de estudiantes universitarios al usar definiciones matemáticas Comunicación XIV CIAEM-IACME, Chiapas, México, 2015. 7 Furina, G. (1994). Personal reconstruction of concept definitions: Limits. Challenges in mathematics education: constraints on construction: Proceedings of the 17th Annual Conference of the Mathematics Education Research Group of Australasia held at Southern Cross University. Housman, D., & Porter, M. (2003). Proof schemes and learning strategies of above-average mathematics students. Educational Studies in Mathematics, 53(2), 139-158. Parameswaran, R. (2010). Expert mathematicians’ approach to understanding definitions. The Mathematics Educator, 20(1), 43-51. Reimann P., & Schult, T. (1996). Turning examples into cases: Acquiring knowledge structures for analogical problem-solving. Educational Psychologist, 31(2), 123-140. Roh, K. H. (2008). Students’ images and their understanding of definitions of the limit of a sequence. Educational Studies in Mathematics, 69(3), 217-233. Selden, J., & Selden, A. (1995). Unpacking the logic of mathematical statements. Educational Studies in Mathematics, 29, 123-151. Selden, J., & Selden, A., (2008) Consciousness in enacting procedural knowledge. In Proceedings of the Conference on Research in Undergraduate Mathematics Education (2008). Available at http://cresmet.asu.edu/crume2008/Proceedings/Proceedings.html. Selden, J., & Selden, A. (2009a). Teaching proving by coordinating aspects of proofs with students’ abilities. In D. A. Stylianou, M. L. Blanton, & E. J. Knuth (Eds.), Teaching and learning proof across the grades: A K-16 perspective (pp. 339-354). New York and London: Routledge /Taylor & Francis. Selden, J., & Selden, A. (2009b). Understanding the proof construction process. In F.-L. Lin, F.-J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proceedings of the ICMI 19 Study Conference: Proof and Proving in Mathematics Education (Vol. 2, pp. 196- 201). Taipei, Taiwan: Department of Mathematics, National Taiwan Normal University. Tall, D., & Vinner, S. (1981). Concept image and concept definition with particular reference to limits and continuity. Educational Studies in Mathematics, 12, 151-169. Tall, D. O. (1980). Mathematical intuition with special reference to limiting processes. Paper presented at the meeting of the Fourth International Conference for the Psychology of Mathematical Education, Berkeley, CA. Watson, A., & Mason, J. (2002). Student-generated examples in the learning of mathematics. Canadian Journal of Science, Mathematics and Technology Education, 2(2), 237-249. Watson, A., & Mason, J. (2005). Mathematics as a constructive activity: Learners generating examples. Mahwah, NJ, USA: Erlbaum. Wilhelmi, M., Godino, J., & Lacasta, E. (2007). Didactic effectiveness of mathematical definitions: The case of the absolute value. International Electronic Journal of Mathematics Education, 2(2), 72-90. Zaslavsky, O., & Shir, K. (2005). Students' conceptions of a mathematical definition. Journal for Research in Mathematics Education, 36(4), 317-346. Zazkis, R., & Leikin, R. (2007). Generating examples: From pedagogical tool to a research tool. For the Learning of Mathematics, 27(2), 15. Zazkis, R., & Leikin, R. (2008). Exemplifying definitions: A case of a square. Educational Studies in Mathematics, 69(2), 131-148.