Conferencia paralela: La reflexión como elemento de formación docente en matemáticas: análisis e instrumentos

Referencias

Artzt, A. (1999): A structure to enable pre-service teachers of mathematics to reflect on their teaching. Journal of Mathematics Teacher Education, 2(2), 143-166. Barnett, R. (1997): The limits of competence: knowledge, higher education and society. Buckingham: Open University Press. Boud, D. (2000): Understanding learning at work. London: Routledge. Cáceres, J. (2005): Análisis de un sistema de evaluación alternativa en la enseñanza de las matemáticas. Memoria del Periodo de Investigación presentado para la obtención del DEA. Documento Inédito. Universidad de Salamanca. Cáceres, M.; Chamoso, J.; Azcárate, P. (2010): Analysis of the revisions that pre-service teachers of Mathematics make of their own project included in their learning portfolio. Teaching and Teacher Education, 26(5), 1115-1226. Chamoso, J. (2004): In pursuit of patterns: a dialogued enquiry. Mathematics Teaching, 188, 2226. Chamoso, J. (2003): Considering dialogue as a social instrument in the Mathematics class. For the Learning of Mathematics, 23(1), 30-40. Chamoso, J. (2000): Análisis de una experiencia de resolución de problemas para la mejora de la enseñanza-aprendizaje de las Matemáticas. Tesis doctoral. Universidad de Salamanca. Chamoso, J.; Cáceres, M. (2009): Analysis of the reflections of student-teachers of Mathematics when working with learning portfolios in Spanish university classrooms. Teaching and Teacher Education, 25(1), 198-206. XIII CIAEM-IACME, Recife, Brasil, 2011 La reflexión como elemento de formación docente en matemáticas: análisis e instrumentos 33 Chamoso, J.; Rawson, W. (2004): Contando la Geometría. Colección Diálogos de Matemáticas. Madrid: Nivola. Chamoso, J.; Rawson, W. (2001): En la búsqueda de lo importante en el aula de Matemáticas. Suma, 36, 33-41. Chamoso, J.; Durán, J.; García, J.; Martín, J.; Rodríguez, M. (2004): Análisis y experimentación de juegos como instrumentos para enseñar matemáticas. Suma, 47, 47-58. Chamoso, J.; Fernández, I.; Reyes, E. (2009): Burbujas de arte y matemáticas. Colección Diálogos de Matemáticas. Madrid: Nivola. Chamoso, J.; González, M.; Hernández, L. (2005): Analysing Stories to Teach Mathematics. International Journal of Early Childhood, 37(1), 79-93. De Lange, J. (1995): Assessment: No Change without Problems. En T.A. Romberg (Ed.), Reform in School Mathematics and Authentic Assessment (pp. 19-37). Albany: State University of New York Press. Dewey, J. (1933): How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston: D.C. Heath y Co. Dinham, S.; Scott, C. (2003): Benefits to Teachers of the Professional Learning Portfolio: a case study. Teacher Development, 7(2), 229-244. Duit, R.; Treagust, D. (2003): Conceptual change: a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688. El-Dib, M. (2007): Levels of reflection in action research. An overview and an assessment tool. Teaching and Teacher Education, 23(1), 24-35. Farr Darling, L. (2001): Portfolio as practice: the narratives of emerging teachers. Teaching and Teacher Education, 17(1), 107-121. Fendler, L. (2003): Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), 16-25. Flores, F.; López, A.; Gallegos, L.; Barojas, J. (2000): Transforming science and learning concepts of physics teachers. International Journal of Science Education, 22(2), 197-208. Goodell, J. (2006): Using critical incident reflections: A self-study as a mathematics teacher education. Journal of Mathematics Teacher Education, 9(3), 221-248. Goodlad, J. (1990): Studying the education of educators: From conceptions to finding. Phi Delta Kappan, 72(9), 698-701. Harkness, S.; D‟Ambrosio, B.; Morrone, A. (2007): Preservice Elementary Teachers‟ Voices Describe how their Teacher Motivated Them to do Mathematics. Educational Studies in Mathematics, 65(2), 235-254. Harrington, H.; Quinn-Leering, K.; Hodson, L. (1996): Written case analyses and critical reflection. Teaching and Teacher Education, 12(1), 25-37. Hatton, N.; Smith, D. (1995): Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. Hoban, G.; Hastings, G. (2006): Developing different forms of student feedback to promote XIII CIAEM-IACME, Recife, Brasil, 2011 La reflexión como elemento de formación docente en matemáticas: análisis e instrumentos 34 teacher education: A 10-year collaboration. Teaching and Teacher Education, 22(8), 10061019. Ixer, G. (1999): There‟s no such thing as reflection. British Journal of Social Work, 29(13), 513527. Jay, J.; Johnson, K. (2002): Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. Kagan, D. (1990): Ways of Evaluating Teachers Cognition: Inferences Concerning the Goldilocks Principle. Review of Educational Research, 60(3), 419-469. Kehle, P. (1999): Shifting Our Focus from Ends to Means: Mathematical Reasoning. Journal for Research in Mathematics Education, 30(4), 468-474. Korthagen, F. (1992): Techniques for stimulating reflection in teacher education seminars. Teaching and Teacher Education, 8(3), 265-274. Lajoie, S. (1995): A Framework for Authentic Assessment in Mathematics. En T.A. Romberg (Ed.), Reform in School Mathematics and Authentic Assessment (pp. 19-37). Albany: State University of New York Press. Lee, H. (2005): Understanding and assessing preservice teachers reflective thinking. Teaching and Teacher Education, 21(6), 699-715. Llinares, S.; Krainer, K. (2006): Mathematics (students) teachers and teacher educators. En A. Gutiérrez y P. Boero (Eds.), Handbook of Research on the Psychology of Mathematics Education: Past, Present, and Future (pp. 429-459). Rotterdam, The Netherlands: Sense Publishers B.V. Loughran, J. (2002). Effective reflective practice. In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. Mansvelder-Longayroux, D.; Beijaard, D.; Verloop, N. (2007): The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23(1), 47-62. McKenna, H. (1999): Educating for social justice: Reflection and preservice teacher educators. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. National Council of Teachers of Mathematics (2000): Principles and standards for school mathematics. Reston, Virginia: NCTM. Newell, S. (1996): Practical inquiry: collaboration and reflection in teacher education reform. Teaching and Teacher Education, 12(6), 567-576. Oosterheert, I.E. y Vermunt, J.D. (2001): Individual differences in learning to teach: Relating cognition, regulation and affect. Learning and Instruction, 11(2), 133-156. Planas, N.; Chamoso, J.M.; Rodríguez, M. (2007): Retazos interculturales para la formación del profesorado de matemáticas. XIII Jornadas para la Enseñanza y el Aprendizaje de las Matemáticas (XIII JAEM). Granada. Polanyi, M. (1967): The tacit dimension. London: Routledge & Kegan Paul. Rico, L. (1997): Cuestiones abiertas sobre evaluación en Matemáticas. Uno, 11, 7-23. XIII CIAEM-IACME, Recife, Brasil, 2011 La reflexión como elemento de formación docente en matemáticas: análisis e instrumentos 35 Roe, M.; Stallman, A. (1994): A comparative study of dialogue and response journals. Teaching and Teacher Education, 10(6), 579-588. Ross, J.; McDougall, D.; Hogaboam-Gray, A. (2003): A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching. Journal for Research in Mathematics Education, 34(4), 344-363. Schön, D. (1987): Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. San Francisco: Jossey-Bass. Schön, D. (1983): The reflective practitioner: How professionals think in action. New York: Basic Books, Inc. Silver, E.; Kenney, P. (1995): Sources of Assessment Information for Instructional Guidance in Mathematics. En T.A. Romberg (Ed.), Reform in School Mathematics and Authentic Assessment (pp. 38-86). Albany: State University of New York Press. Tillema, H. (1998): Design and validity of a portfolio instrument for professional training. Studies in Educational Evaluation, 24(3), 263-278. Törner, G; Schoenfeld, A.; Reiss, K. (2007): Problem solving around the world: summing up the state of the art. ZDM Mathematics Education, 39(5), 353-563. Valli, L. (1992): Reflective teacher education: Cases and critiques. Albany: State University of New York Press. Van Manen, M. (1977): Linking ways of knowing with ways of being practical. Curriculum Inquiry, 6(3), 205-228. Van Tartwijk, J.; Van Rijswijk, M.; Tuithof, H.; Driessen, E. (2008): Using an analogy in the introduction of a portfolio. Teaching and Teacher Education, 24(4), 927-938. Voigt, J. (1994): Negotiation of mathematical meaning and learning Mathematics. Educational Studies in Mathematics, 26(2-3), 275-298. Wade, R.; Yarbrough, D. (1996): Portfolios: a tool for reflective thinking in teacher education? Teaching and Teacher Education, 12(1), 63-79. Ward, J.; McCotter, S. (2004): Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education, 20(3), 243-257. Watts, M.; Jofili, Z. (1998): Towards critical constructivist teaching. International Journal of Science Education, 20(2), 173-185. Winitzky, N. (1992): Structure and process in thinking about classroom management: an exploratory study of prospective teachers. Teaching and Teacher Education, 8(1), 1-14. Xu, J. (2003): Promoting School-Centered Professional Development through Teaching Portfolios: A Case Study. Journal of Teacher Education, 54(4), 347-361. Zeichner, K.; Liston, D. (1996): Reflective teaching: An introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates. Zeichner, K.; Wray, S. (2001): The teaching portfolio in US teacher education programs: what we know, and what we need to know. Teaching and Teacher Education, 17(5), 613-621. Zuckerman, G. (2004): Development of reflection through learning activity. European Journal of