Desarrollo de la competencia matemática de futuros docentes de educación primaria

Referencias

Ball, D. (1990). Prospective elementary and secondary teachers’ understanding of division. Journal for Research in Mathematics Education, 21(2), 132-144. Bardin, L. (1986). Análisis de contenido. Madrid: Akal. Cramer, K. (2004). Facilitating teachers’ growth in content knowledge. En R. R. Rubenstein y G.W. Bright (Eds.), Perspectives on the teaching of mathematics (pp. 180-194). Reston, VA: NCTM. Gómez, P. (2007). Análisis didáctico. Una conceptualización de la enseñanza de las matemáticas (capítulo 2). En P. Gómez (Ed.), Desarrollo del conocimiento didáctico en un plan de formación inicial de profesores de matemáticas de secundaria (pp. 31-116). Granada: Departamento de Didáctica de la Matemática de la Universidad de Granada. Graeber, A., Tirosh, D. (1988). Multiplication and division involving decimals: Preservice teachers' performance and beliefs. Journal of Mathematical Behavior, 7, 263-280. Hine, G. (2015). Strengthening pre-service teachers’ mathematical content knowledge. En R. Atkinson C. McBeath (Eds.), Proceedings of the Teaching and Learning Forum 2015 (pp. 1-11). Perth, Australia: University of Westerns Australia. Disponibles en http://ctl.curtin.edu.au/events/conferences/tlf/tlf2015/contents-all.html Ilany, B., Ben-Chaim, D. Keret, Y. (2004). Implementation of a model using authentic investigative activities for teaching ratio and proportion in pre-service elementary education. En M. J. Høines A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 81-88) Norway: Bergen University College. Kilpatrick, J., Swafford, J., Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press. Kokol-Voljc, V. (2007). Use of mathematical software in pre-service teacher training: The case of DGS. Proceedings of the British Society for Research into Learning Mathematics, 27(3), pp. 55-60. Molina, M. (2007). Desarrollo del pensamiento relacional y comprensión del signo igual. (Tesis Doctoral). Recuperada de http://funes.uniandes.edu.co/544/1/MolinaM06-2822.PDF National Council of Teachers of Mathematics (NCTM) (1991). Professional standards for teaching mathematics. Reston, VA: The Council. OCDE (2004). Marcos teóricos de PISA 2003. Conocimientos y destrezas en Matemáticas, Lectura, Ciencias y Solución de Problemas. Madrid: Ministerio de Educación. Poling, L., Goodson-Espy, T., Dean, C., Lynch-Davis, K., Quickenton, A.(2015). Mapping the way to content knowledge. Teaching children mathematics, 21(9), pp. 538-547. Ponte, J. P., Chapman, O. (2008). Preservice mathematics teachers' knowledge and development. En L. D. English (Ed.), Handbook of international research in mathematics education (2nd ed., pp. 223-261). New York: Routledge. Powers, R., Blubaugh, W. (2005). Technology in mathematics education: Preparing teachers for the future. Contemporary Issues in Technology and Teacher Education, 5(3-4), pp. 254-270. Simon, M. A. (1993). Prospective elementary teachers’ knowledge of division. Journal for Research in Mathematics Education, 24, 233-254