Desarrollo de una mirada profesional sobre la enseñanza de la matemática en un sistema de educación a distancia

Referencias

Chapman, O. (2008). Narratives in mathematics teacher education. En D. Tirosh y T. Wood (Eds.), The International Handbook of Mathematics Teacher Education. Tools and Processes in Mathematics Teacher Education, (vol. 2, pp.15-38). Taiwan/Rotterdam: Sense Publishers. Chiey, V. y Herbst, P. (2016). A study of the quality of interaction among participants in online animation- based conversations about mathematics teaching. Teaching and Teacher Education, 57, 139-149. Coles, A., Fernández, C. y Brown, L. (2013). Teacher noticing and growth indicators for mathematics teachers development. En A. M. Lindmeier y A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of mathematics Education, (vol. 2, pp. 209-216). Kiel, Germany: PME. Fernández, C., Llinares, S. y Valls, J. (2012). Learning to notice students’ mathematical thinking through on- line discussions. ZDM. Mathematics Education, 44, 747-759. Ivars, P., Fernández, C. y Llinares, S. (2016). Descriptores del desarrollo de una mirada profesional sobre la enseñanza de las matemáticas en estudiantes para maestro. En J. A. Macías, A. Jiménez, J. L. González, M. T. Sánchez, P. Hernández, C. Fernández, F. J. Ruiz, T. Fernández y A. Berciano (Eds.), Investigación en Educación Matemática XX (pp. 305-314). Málaga: SEIEM. Ivars, P. y Fernández, C. (2018). The role of writing narratives in developing pre-service primary teachers noticing. En G. Stylianides y K. Hino (Eds.), Research advances in the mathematical education of pre- service Elementary teachers, (pp. 245-260). ICME-13 Monographs. Springer. Jacobs, V. R., Lamb, L. C. y Philipp, R. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169-202. Leatham, K. R., Peterson, B. E., Stockero, S. L. y Van Zoest, L. R. (2015). Conceptualizing mathematically significant pedagogical opportunities to build on student thinking. Journal for Research in Mathematics Education, 46, 88-124. Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge-Falmer. NCTM. (2000). Principles and Standards for School Mathematics. Reston, VA: NCTM. Stockero, S. L. (2014). Transitions in prospective mathematics teacher noticing. En J. J. Lo, K. R. Leatham, y L. R. Van Zoest (Eds.), Research trends in mathematics teacher education (pp. 239-259). Switzerland: Springer International. Stockero, S. L., Rupnow, R. L. y Pascoe, A. E. (2015). Noticing student mathematical thinking in the complexity of classroom instruction. En T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradford y H. Dominguez (Eds.), Proceeding of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 820-827). East Lansing, MI: Michigan State University. van Es, E. A. y Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571-596. Van Zoest, L., Stockero, S., Leatham, K., Peterson, B., Atanga, N. y Ochieng, M. (2017). Attributes of instances of student mathematical thinking that are worth building on in whole class discussion. Mathematical Thinking and Learning, 19(1), 33-54. Wells, G. (1999). Dialogic inquiry: Towards a socio-cultural practice and theory of education. Cambridge University Press.