Conocimiento matemático especializado de los números racionales-un caso de una profesora chilena

Referencias

Agencia de Calidad de la Educación. (2013). Informe Nacional de Resultados Simce 2012. Santiago de Chile. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5), 389-407. Behr, M. J., Harel, G., Post, T., & Lesh, R. (1993). Rational Numbers: Toward a Semantic AnalysisEmphasis on the Operator Construct. In T. P. Carpenter, E. Fennema, & T. A. Romberg (Eds.), Rational Numbers: An Integration of Research (pp. 13-47). NJ: Lawrence Erlbaum. Bourbaki, N. (1998). Éléments de mathématique : Algèbre. Reprinted as Elements of Mathematics: Algebra I, Chapters 1-3. Berlin: Springer-Verlag. Bromme, R. (1994). Beyond subject matter: A psychological topology of teacher's professional knowledge. In R. Biehler, R. W. Scholz, R. Straesser & B. Winkelmann (Eds.), Didactics of mathematics as a scientific discipline (pp. 73-88). Dordrecht: Kluwer Academic Publishers. Carrillo, J., Climent, N., Contreras, L. C., & Muñoz-Catalán, M. C. (2013). Determining Specialized Knowledge for Mathematics Teaching. In B. Ubuz, C. Haser & M. A. Mariotti (Eds.), Proceedings of the VIII Congress of the European Society for Research in Mathematics Education (CERME 8) (pp. 2985-2994). Antalya: Middle East Technical University, Ankara. Charalambous, C., Jakobsen, A., & Ribeiro, C. M. (2013). Using a Practice-Based Approach to understand Horizon Content Knowledge. Paper presented at the EARLI, 15th Biennial conference - Responsible teaching and sustainable learning Munique. Cohen L., & Manion L. (2002). Métodos de investigación educativa. Madrid: La Muralla. Conocimiento matemático especializado de los números racionales-un caso de una profesora chilena Comunicación XIV CIAEM-IACME, Chiapas, México, 2015. 12 Delors, J. (1994). Informe a la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI. La educación encierra un tesoro. Santillana Ediciones UNESCO. Fandiño, M. I. (2009). Las Fracciones. Aspectos conceptuales y didácticos. Bogotá: Editorial Magisterio. Gairín, J.M. (2001). Sistemas de representación de números racionales positivos. Un estudio con maestros en formación. Contextos educativos, 4, 137-159. Hielbert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hielbert (Ed.), Conceptual and procedural knowledge: the case of mathematics (pp. 1-27). Hillsdale, NJ: LAurence Erlbaum Associates. Kieren, T. E. (1976). On the mathematical, cognitive, and instructional foundations of rational numbers. In R. Lesh (Ed.), Number and measurement: papers from a research workshop (pp. 101-144). Columbus, OH: ERIC/SMEAC. Lamon, S. (2007). Rational numbers and proportional reasoning. In F. Lester (Ed.), Second handbook of mathematics teaching and learning (pp. 629-667). Greenwich, CT: Information Age Publishing. Ma, L. (2010). Conocimiento y enseñanza de las matemáticas elementales. Santiago de Chile: Academia Chilena de Ciencias. Markarian, R. (2004). Rompiendo unidades IV. Correo del Maestro, 99. Disponible en http://www.correodelmaestro.com/anteriores/2004/agosto/1anteaula99.htm. Ministerio de Educación de Chile. (2013). Evaluación Inicia. Presentación de resultados 2012. Santiago de Chile. Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237-257. OCDE. (2014). PISA 2012 results in focus: what 15-year-olds know and what they can do with that they know. Paris: OCDE. Pinto, H., & Ribeiro, C. M. (2013a). Conhecimento e formação de futuros professores dos primeiros anos - o sentido de número racional. Da Investigação às Práticas, 3(1), 85-105. Pinto, H., & Ribeiro, C. M. (2013b). Diferentes significados das frações - conhecimento mobilizado por futuros professores dos primeiros anos. In R. Cadima, H. Pinto, H. Menino & I. S. Simões (Eds.), Conferência Internacional de Investigação, Práticas e Contextos em Educação (pp. 209-217). Leiria: ESECS. Ponte, J. P. (2006). Estudos de caso em educação matemática. Bolema, 25, 105-132. Ribeiro, C. M., & Carrillo, J. (2011a). Discussing a teacher MKT and its role on teacher practice when exploring data analysis. In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 41-48). Ankara, Turkey: PME. Ribeiro, C. M., & Carrillo, J. (2011b). Discussing Maria’s MKT and beliefs in the task of teaching. In J. Novotná, & H. Moraová (Eds.), Proceedings do International Symposium Elementary Maths Teaching (SEMT 11) (pp. 290-297). Praga, República Checa: Charles University, Faculty of Education. Ribeiro, C. M., Carrillo, J., & Monteiro, R. (2012). Cognições e tipo de comunicação do professor de matemática. Exemplificação de um modelo de análise num episódio dividido. Revista Latinoamericana de Investigación en Matemática Educativa 15(2), 277-310. Ribeiro, C. M., Mellone, M., & Jakobsen, A. (2013). Prospective teachers' knowledge in/for giving sense to students' productions. In A. M. Lindmeier & A. Heinze (Eds.), Proceedings of the 37th Conocimiento matemático especializado de los números racionales-un caso de una profesora chilena Comunicación XIV CIAEM-IACME, Chiapas, México, 2015. 13 Conference of the International Group for the Psychology of Mathematics Education - mathematics learning across the life span (Vol. 4, pp. 89-96). Kiel, Germany: PME. Rojas, N., Flores, P., & Carrillo, J. (2013). Caracterización del conocimiento matemático para la enseñanza de los números racionales. Avances de Investigación en Educación Matemática, 4, 47- 64. Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers' mathematics subject knowledge: the knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8, 255- 281. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14. Stake, R. E. (2007). Investigación con estudio de casos. Madrid: Morata. Streefland, L. (1991). Fractions in Realistic Mathematics Education. A Paradigm of Developmental Research. Dordrecht: Kluwer Academic Publishers. Streefland, L. (1997). Charming fractions or fractions being charmed? In T. Nunes, & P. Bryant (Eds.), Learning and Teaching Mathematics. An International Perspective. Londres: Psychology Press, Lda Publishers. Tatto, M.T., Schwille, J., Senk, S.L., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Policy, practice, and readiness to teach primary and secondary mathematics. Conceptual framework. Amsterdam: IEA.