Escenarios de exploración de conexiones matemáticas

Referencias

Berry, J. &Nyman, M. (2003). Promoting students‟ graphical understanding of the calculus.The Journal of Mathematical Behavior, 22(4), 479–495. Boaler, J. (2002). Exploring the nature of mathematical activity: using theory, research and „working hypotheses‟ to broaden conceptions of mathematics knowing. Educational Studies in Mathematics, 51, 3–21. De Gamboa, G. y Figueiras, L. (2014). Conexiones en el conocimiento matemático del profesor: propuesta de un modelo de análisis. En M. T. González, M. Codes, D. Arnau y T. Ortega (Eds.), Investigación en Educación Matemática XVIII (pp. 337–344). Salamanca: SEIEM. Dolores, C. & García-García, J. (2017). Conexiones Intramatemáticas y Extramatemáticas que se producen al Resolver Problemas de Cálculo en Contexto: un Estudio de Casos en el Nivel Superior. Boletim de Educação Matemática, 31(57), 158–180. Eli, J. A., Mohr-Schroeder, M. J. & Lee, C. W. (2011). Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks. Mathematics Education Research Journal, 23, 297–319. Evitts, T. (2004).Investigating the mathematical connections that preservice teachers use and develop while solving problems from reform curricula. Unpublished dissertation, Pennsylvania State University College of Education.EE.UU. Garbín, S. (2005). ¿Cómo piensan los alumnos entre 16 y 20 años el infinito? La influencia de los modelos, las representaciones y los lenguajes matemáticos. Revista Latinoamericana de Investigación en Matemática Educativa, 8(2), 169–193. García, J. (2018). Conexiones matemáticas y concepciones alternativas asociadas a la derivada y a la integral en estudiantes del preuniversitario. Tesis de doctorado no publicada. Universidad Autónoma de Guerrero, México. Disponible en https://www.researchgate.net/profile/Javier_GarciaGarcia4 García-García, J. & Dolores-Flores, C. (2018). Intra-mathematical connections made by high school students in performing Calculus task. International Journal of Mathematical Education in Science and Technology, 49(2), 227-252. DOI: 10.1080/0020739X.2017.1355994 Haciomeroglu, E., Aspinwall, L. &Presmeg, N. (2010). Contrasting cases of calculus students' understanding of derivative graphs. Mathematical Thinking and Learning, 12(2), 152–176. Hiebert, J. & Carpenter, T. (1992). Learning and teaching with understanding. In D.A. Grouws (Ed.), Handbook of research of mathematics teaching and learning (pp. 65–79). New York: Macmillan. Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K., Wearne, D., Murray, H., Olivier, A. & Human, P. (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann. Jaijan, W. &Loipha, S. (2012). Making Mathematical Connections with Transformations Using Open Approach.HRD Journal, 3(1), 91–100. Koestler, C., Felton, M. D., Bieda, K. N. &Otten, S. (2013). Connecting the NCTM Process Standards and the CCSSM Practices. United States of America: National Council of Teachers of Mathematics. Mhlolo, M. K., Venkat, H. &Schäfer, M. (2012). The nature and quality of the mathematical connections teachers make. Pythagoras, 33(1). Recuperado de http://dx.doi.org/10.4102/pythagoras.v33i1.22 Moon, K., Brenner, M. E., Jacob, B. & Okamoto, Y. (2013). Prospective secondary mathematics teachers‟ understanding and cognitive difficulties in making connections among representations. Mathematical Thinking and Learning, 15(3), 201–227. NCTM. (2014). Principles to action: Ensuring mathematical success for all. Nacional Council of Teachers of Mathematics: United State of America. Singletary, L. M, (2012). Mathematical connections made in practice: an examination of teachers’ beliefs and practices. Unpublished dissertation. The University of Georgia. United States of America.