Construir comunidad en Educación Matemática

Referencias

Brodie, K. (2014). Professional Learning Communities in Mathematics Education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education(pp. 501-505). Springer. https://doi.org/10.1007/978-94-007-4978-8_130Figueroa, M., García, S., Maldonado, D., Rodríguez, C., Saavedra, A. M., & Vargas, G. (2018). La profesión docente en Colombia: normatividad, formación, selección y evaluación. Documentos de Trabajo EGOB,54, 1-90. Goos, M. (2020). Communities of practice in mathematics teacher education. In S. Ler-man (Ed.), Encyclopedia of Mathematics Education(pp. 107-110). Springer. Goos, M., & Geiger, V. (2012). Connecting social perspectives on mathematics teacher education in online environments. ZDM,44, 705-715. https://doi.org/http://dx.doi.org/10.1007/s11858-012-0441-yGoos, M. E., & Bennison, A. (2008). Developing a communal identity as beginning teach-ers of mathematics: Emergence of an online community of practice. Journal of Mathematics Teacher Education,11, 41-60. https://doi.org/http://dx.doi.org/10.1007/s10857-007-9061-9Herrington, A., Herrington, J., Kervin, L., & Ferry, B. (2006). The design of an online com-munity of practice for beginning teachers. Contemporary Issues in Technology and Teacher Education,6(1), 120-132. Jaworski, B. (2020). Communities of inquiry in mathematics teacher education. In S. Ler-man (Ed.), Encyclopedia of Mathematics Education(pp. 102-104). https://doi.org/http://dx.doi.org/10.1007/978-94-007-4978-8_24Llinares, S., & Krainer, K. (2006). Mathematics (student) teachers and teacher educators as learners. In A. Gutiérrez & P. Boero (Eds.), Handbook of Research on the Psy-chology of Mathematics Education. Past, Present and Future(pp. 429-459). Sense Publishers. https://doi.org/http://dx.doi.org/10.1163/9789087901127_016Nickerson, S., & Sowder, J. (2002). What factors influence the formation of teachers’ pro-fessional communities and why should we care? 26th Conference of the Interna-tional group for the Psychology of Mathematics Education. Volume 3, Norwich.Østergaard, K. (2013). Theory and practice in mathematics teacher education. Proceed-ings of the IVth international congress on the anthropological theory of didactics (ATD), Rust, F. O. C. (2009). Building bridges between early childhood educators and education policymakers. Contemporary Issues in Early Childhood,10(3), 260-262. https://doi.org/http://dx.doi.org/10.2304/ciec.2009.10.3.260Shonkoff, J. P. (2000). Science, policy, and practice: Three cultures in search of a shared mission. Child development,71(1), 181-187. https://doi.org/http://dx.doi.org/10.1111/1467-8624.00132Tseng, F.-C., & Kuo, F.-Y. (2014). A study of social participation and knowledge sharing in the teachers' online professional community of practice. Computers & Educa-tion,72, 37-47. https://doi.org/https://doi.org/10.1016/j.compedu.2013.10.005Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. Cambridge University Press.