Comprensión de las figuras geométricas en niños de 6-9 años

Referencias

Battista, M. T. (2007). The Development of Geometric and Spatial Thinking. En: F. K. Lester (ed). Second Handbook of Research on Mathematics Teaching and Learning. Charlotte, NC: NCTM-IAP. pp. 843-908. Clement, J. (2000). Analysis of Clinical Interviews: Foundations and Model Viability. En: A. E. Kelly. R. A. Lesh (eds.). Handbook of Research Design in Mathematics and Science Education. Mahwah, NJ: Lawrence Erlbaum Asso. pp. 547-590. Clements, D. H., Battista, M. T. (1992). Geometry and Spatial Reasoning. En: D. A. Grouws (ed.). Handbook of Research on Mathematics Teaching and Learning: A Project of the National Council of Teachers of Mathematics. New York, NY: MacMillan. pp. 420-464. Clements, D. H., Swaminathan, S., Hannibal, M. A. Z., Sarama, J. (1999). Young Children’s Concepts of Shape. Journal for Research in Mathematics Education, 30, 192-212. Duval, R. (1995). Geometrical Pictures: Kinds of Representation and Specific Processes. En: R. Sutherland, J. Mason (eds.). Exploiting Mental Imagery with Computers in Mathematical Education. Berlin: Springer. pp. 142-157. Duval, R. (1999). Representation, Vision and Visualization: Cognitive Functions in Mathematical Thinking. En: F. Hitt y M. Santos (eds.). Proceedings of the 21st Annual Meeting North American Chapter of the International Group of PME. Cuernavaca, México. Columbus, Ohio, USA: ERIC/CSMEE. pp. 3-26. Fischbein, E. (1993). The Theory of Figural Concepts. Educational Studies in Mathematics, 24(2), 139-162. Fisher, K. R., Hirsh-Pasek, K., Newcombe, N. S., Golinkoff, R. M. (2013). Taking Shape: Supporting Preschoolers’ Acquisition of Geometric Knowledge through Guided Play. Child Development, 84, 1872-1878. Gagatsis, A., Monoyiou, A., Deliyianni, E., Elia, I., Michael, P., Kalogirou, P., Panoura A., Philippou, A. (2010). One Way of Assessing the Understanding of a Geometrical Figure. Acta Didactica Universitaties Comenianae Matematics, 10, 33-50. Goldin, G. A. (2000). A Scientific Perspective on Structured, Task Based Interviews in Mathematics Education Research. En: A. E. Kelly, R. A. Lesh (eds.). Handbook of Research Design in Mathematics and Science Education. Mahwah, NJ: Erlbaum. pp. 517-546. Halat, E., Yesil-Dagli, U. (2016). Preschool Students’ Understanding of a Geometric Shape, the Square. BOLEMA, 30(55), 830-848. Hannibal, M. A. Z. (1999). Young Children’s Developing Understanding of Geometric Shapes. Teaching Children Mathematics, 5(6), 353-357. Hershkowitz, R., Ben-Chaim, D., Hoyles, C., Lappan, G., Mitchelmore, M. Vinner, S. (1990). Psychological Aspects of Learning Geometry. En P. Nesher y J. Kilpatrick (eds.). Mathematics and Cognition. Cambridge: Cambridge University Press. pp. 70-95. Holloway, G. (1982). Concepción del espacio en el niño según Piaget. Madrid: Paidós. Levenson, E., Tirosh, D. Tsamir, P. (2011). Preschool Geometry. Theory, Research, and Practical Perspectives. Rotterdam: Sense Publishers. Martin, T., Lukong, A., Reaves, R. (2007). The Role of Manipulatives in Arithmetic and Geometry Tasks. Journal of Education and Human Development, 1(1), 1-14. Mesquita, A. L. (1998). On Conceptual Obstacles Linked with External Representation in Geometry. Journal of Mathematical Behavior, 17(2), 183-195. Moriena, S., Scaglia, S. (2003). Efectos de las representaciones gráficas estereotipadas en la enseñanza de la geometría. Educación Matemática, 15(1), 5-19. Sarama, J., Clements, D. H. (2009). Composition and Decomposition of Shapes. En: Sarama, J. Clements, D. H. (eds.). Early Childhood Mathematics Education Research: Learning Trajectories for Young Children. New York: Routledge. pp. 149-162 Satlow, E., Newcombe, N. (1998). When is a Triangle not a Triangle? Young Children’s Conceptions of Geometric Shapes. Cognitive Development, 13, 547-559. Scaglia, S., Moriena, S. (2005). Prototipos y estereotipos en geometría. Educación Matemática, 17(3), 105-120. Sinclair, N., Bartolini Bussi, M. G., De Villiers, M., Jones, K., Kortenkamp, U., Leung, A., Owens, K. (2016). Recent Research on Geometry Education: An ICME-13 Survey Team Report. ZDM. Mathematics Education, 48, 691-719. Siew-Yin, H. (2003). Young Children’s Concepts of Shape: Van Hiele Visualization Level of Geometric Thinking. The Mathematics Educator, 7(2), 71-85. Tsamir, P., Tirosh, D., Levenson, E. (2008). Intuitive Non-Examples: The Case of Triangles. Educational Studies in Mathematics, 69(2), 81-95. Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S. (2016). The Shape of Things: The Origin of Young Children’s Knowledge of the Names and Properties of Geometric Forms. Journal of Cognition and Development, 17(1), 142-161. Vinner, S., Hershkowitz, R. (1983). On Concept Formation in Geometry. Zentralblatt für Didaktik der Mathematik, 83(1), 20-25. Walcott, C., Mohr, D., Kastberg, S. E. (2009). Making Sense of Shape: An Analysis of Children’s Written Responses. Journal of Mathematical Behavior, 28(1), 30-40. Yesil-Dagli, U., Halat, E. (2016). Young Children’s Conceptual Understanding of Triangle. Eurasia Journal of Mathematics, Science & Technology Education, 12(2), 189-202.