Estudio de las interacciones de alumnado bilingüe paquistaní en la resolución de problemas matemáticos en el aula de secundaria

Referencias

Baker, C. and Prys, J. S. (1998). Encyclopedia of Bilingualism and Bilingual Education. Clevendon: Multilingual Matters. Burgués, C. and Serramona, J. (2013). Competències bàsiques de l’àmbit matemàtic. Generalitat de Catalunya - Departament d’Ensenyament. Clarkson, P.C. (1992). Language and mathematics: A comparison of monolingual bilingual. Educational Studies in Mathematics, 23(4), 417-429. doi: 10.1007/BF00302443. Castro, E. (2008). Resolución de problemas: Ideas, tendencias e influencias en España. En R. Luengo, B. Gómez, M. Camacho, y L. Blanco (Eds.), Investigación en educación matemática XII (pp. 130-140). Badajoz, Sociedad Española de Educación Matemática SEIEM. Cobo, P. (1998). Análisis de los Procesos y de las Interacciones Sociales en la Resolución de Problemas Matemáticos. Tesis doctoral no publicada. Universidad Autónoma de Barcelona, España. Cortes A., and Pfaff, N. (2000). Solving equations and inequations: Operational invariants and methods constructed by students. Proceedings of the 24 PME conference (Vol. 2, pp 193- 200). Hiroshima Japan. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevendon, UK: Multilingual Matters. Dossey, J. (1986). The mathematic report card: Are we measuring up? Trends Achievement based on the 1986 National Assessment. Princeton, N.J.: National Assessment of Educational Progress. Goetz, J. y LeCompte, M. (1988). Etnografía y Diseño Cualitativo en Investigación Educativa. Madrid: Editorial Morata. Grosjean, F. (1997). The bilingual individual. International Journal Research and Practice Interpreting. 1(2), 163- 187. Halai, A. (2001). Role of Social Interactions in Students’ Learning of Mathematics in Classrooms in Pakistan. Unpublished Doctoral dissertation, Department of Educational Studies, Oxford University, UK. Kieran, C. (2006). Research on the Learning and Teaching of Algebra. En A. Gutiérrez and P. Boero (Eds.), Handbook of Research on the Psychology of Mathematics Education: Past, Present and future (pp. 11-49). Rotterdam. The Netherlands: Sense Publishers. PISA (2003). Informe Pisa 2003. Programa Nacional de Evaluación Alumnos. Madrid. OCDE. Lim, B.S. (1998). Factors associated with Korean-American students mathematic achievement. Unpublished Doctoral dissertation. University of Washington, USA. MacNamara, J. (1966). Bilingualism and primary education: a study of the Irish experience. Edinburg: University Press. Mayer, R.E. and Hegarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg and T. Ben-Zeev (Eds.), The Nature of Mathematical Thinking (pp. 29-53). New Yok and London: Routledge. Taylor and Francis Group. MEC (2006). Informe PISA 2006. Madrid. MEC MEC (2009). Informe PISA 2009. Madrid. MEC Moschokvich, J. (2005). Using two languages when learning mathematics. Educational Studies in Mathematics, 64(2),121-144. doi: 10.1007/s10649-005-9005-1. NCTM (2000). Principles and Standards for School Mathematics. Reston. VA: NCTM. Niss, M. (2002). Mathematical Competencies and the Learning of Mathematics: The Danish KOM Project. Roskilde: Roskilde University. Planas, N. and Setati, M. (2009). Bilingual students using their languages in the learning of mathematics. Mathematics Education Research Journal, 21(3), 36-59. doi: 10.1007/BF03217552. Planas, N. and Civil, M. (2013). Language-as-resource and language-aspolitical: tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378. doi: 10.1007/s13394-013-0075-6. Pólya, G. (1957). How to Solve It (2nd. Edition). Princeton, NJ: Princeton University Press. Pólya, G. (1954). Mathematics and Plausible Reasoning. Princeton, NJ: Princeton University Press. Puig, L. (2008). Presencia y ausencia de la resolución de problemas en la investigación y el currículo. En R. Luengo, B. Gómez, M. Camacho, y L. Blanco (Eds.), Investigación en Educación Matemática XII (pp. 93-112). Badajoz: Sociedad Española de Investigación en Educación Matemática, SEIEM. Mason, J., Burton, L., and Stacey, L. (1989). Pensar Matemáticamente. Madrid. Labor-MEC. Reverter, F. (2012). Mathematical Learning and Language Use: Perspectives from Bilingual Students and Context of Problem Solving. Tesis doctoral no publicada. Universidad Autónoma de Barcelona, España. Setati, M. (2005). Teaching mathematics in primary multilingual classroom. Journal Research in Mathematics Education, 36(5), 447-466. doi: 10.2307/30034945. Setati, M., Molefe, T., y Langa, M. (2008). Using Language as a Transparent Resource in the Teaching and Learning in Grade 11 multilingual classroom. Phytagoras, 67, 14-25. Schoenfeld, A.H. (1992). Learning to think problem solving, metacognition mathematically: and sense making in mathematics. En D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370). New York. MacMillan. Vaiyavutjami, P. (2004). Factors influencing the learning and learning of equations and inequations in two government secondary school in Thailand. Unpublished Doctoral dissertation. University Brunei Darassulam. Van Rinsveld, A., Schiltz,C., Brunner, M., Landerl, K., & Ugen, S.(2016). Solving arithmetic problems in first and second language: Does the language context matter? Learning and Instruction, 42, 72-82. doi: 10.1016/j.learninstruc.2016.01.003.