Coordinación de teorías en Educación Matemática

Referencias

Drijvers, P., Godino, J. D., Font, V. y Trouche, L. (2013). One episode, two lenses; a reflective analysis of student learning with computer algebra from instrumental and onto-semiotic perspectives. Educational Studies in Mathematics, 82, 23-49. Dubinsky, E. y McDonald, M. A. (2001). APOS: A constructivist theory of learning in undergraduate mathematics education research. In Derek Holton, et al. (Eds.), The teaching and learning of mathematics at university level: An ICMI study, pp. 273–280. Dordrecht: Kluwer Academic Publishers. Font, V. (2002). Una organización de los programas de investigación en Didáctica de las Matemáticas. Revista EMA, 7(2), 127-170. Font, V., Badillo E., Trigueros, M. y Rubio, N. (2012). La encapsulación de procesos en objetos analizada desde la perspectiva del enfoque ontosemiótico. En A. Estepa Contreras, J. Delofeu, M. C. Penalva, F. J. García y L. Ordóñez (Eds.), Investigación en Educación Matemática XVI. Actas del XVI SEIEM, pp. 239- 247. Jaen, España Font, V., Godino, J. D. y Gallardo, J. (2013). The emergence of objects from mathematical practices Educational Studies in Mathematics, 82, 97-124. Glaser, B. G. y Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine Publishing Company Godino, J. D. (2000). La consolidación de la educación matemática como disciplina científica. Números, 40, 347-350. Lakoff, G. y Nuñez, R. (2000). Where mathematics comes from: How the embodied mind brings mathematics into being. New York, NY: Basic Books. Prediger, S., Bikner, A. y Arzarello, F. (2008). Networking strategies and methods for connecting theoretical approaches: first steps towards a conceptual framework. ZDM. The International Journal on Mathematics Education, 40(2), 165-178. Rabardel, P. y Waern, Y (2003). From artefact to instrument. Interacting with Computers, 15, 641-645. Radford, L. (2008). The ethics of being and knowing: Towards a cultural theory of learning. In L. Radford, G. Schubring, & F. Seeger (Eds.), Semiotics in mathematics education: Epistemology, history, classroom, and culture, pp. 215– 234. Rotterdam, The Netherlands: Sense Publishers.