El uso de tecnología en la formación de profesores de matemáticas: un análisis desde el TPCK Y EL MKT

Referencias

Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51, 241-247. Ball, D., & Bass, H. (2009). With an eye on the mathematical horizont: Knowing mathematics for teaching to learnes’ mathematical futures. Paper presentado en el 43rd Jahrestagung Für Didaktik Der Mathematik. Recuperado el 15 de junio, 2015 de http://www-personal.umich.edu/~dball/presentations /032309_oldenburg.pdf Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389-407. Doerr, H., Arleback, J. & O’neil, A. (2012). Teaching practices, technology and student learning. En L. R. Van Zoest, J-J. Lo & J. L. Kratky (Eds.), Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA 2012 (pp. 1065-1072). Kalamazoo, MI: Western Michigan University. Hill, H., Ball, D. & Schilling, S. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372-400. Johnston, C. (2010). Pre-service elementary teachers’ evaluation of technology tools for mathematical learning: A reflective model. En J. Yamamoto; J. Kush; R. Lombard & J. Hertzog (Eds.), Technology Implementation and Teacher Education: Reflective Models (pp. 259-277). USA: Information Science Reference. Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51, 241-247. Ball, D., & Bass, H. (2009). With an eye on the mathematical horizont: Knowing mathematics for teaching to learnes’ mathematical futures. Paper presentado en el 43rd Jahrestagung Für Didaktik Der Mathematik. Recuperado el 15 de junio, 2015 de http://www-personal.umich.edu/~dball/presentations /032309_oldenburg.pdf Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389-407. Doerr, H., Arleback, J. & O’neil, A. (2012). Teaching practices, technology and student learning. En L. R. Van Zoest, J-J. Lo & J. L. Kratky (Eds.), Proceedings of the 34th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education, PME-NA 2012 (pp. 1065-1072). Kalamazoo, MI: Western Michigan University. Hill, H., Ball, D. & Schilling, S. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372-400. Johnston, C. (2010). Pre-service elementary teachers’ evaluation of technology tools for mathematical learning: A reflective model. En J. Yamamoto; J. Kush; R. Lombard & J. Hertzog (Eds.), Technology Implementation and Teacher Education: Reflective Models (pp. 259-277). USA: Information Science Reference.