Experiencias pre-algebraicas

Referencias

BOOTH L. (1984). "Algebra: Children's Strategies and Errors-, NFER-NELSON, Windsor. Fn.t.ov E. and ROJANO T. (1985), Obstruction to the acquisition of elemental algebraic concepts and teaching strategies, Proceedings of the Ninth PME Conference, The Netherlands, pp. 154-158. HILLEL J.(1992), The Notion of variable in the Context of the Turtle Graphics, en Hoyles C. and Noss R (Eds.), Learning Mathematics and LOGO, MIT Press, pp. 11-36. MER.AN C. (1980), The Interpretation of the &Ina! Sign: Symbol for an Equivalence Relation vs_an Operator Symbol, Proceedings of the Fourth 15tConference, Berkeley, California, pp. 163-169. KIERAN C. (1988), Two Different Approaches among Algebra Learners, en Cox ford A.F. and Shulte A.P. (Eds.), The Ideas of Algebra K-12,.pp. 90-96. •.KRUTETSKII V.A. (1976), The Psychology of Mathematical Abilities in Schoolchildren, The University of • Chicago Press, Chicago and London. • MASON J., GRAHAM A., PINIM U. and GOWAR N. (1985), Routes to/Roots of Algebra, The Open University Press, Great Britain. Noss R. (1986), Constructing a Conceptual Framework for Elementary Algebra through LOGO Programming, ' eh Educational Studies in Mathematics, No. 17, pp.335-357. SUTHERLAND R. (1992), What is Algebraic about Programming in LOGO?, en Hoyles C. and Noss R (Eds.), Learning Mathematics and LOGO, MIT Press, pp. 37-54. URSINI S. (1990a), Generalization Process in Elementary Algebra: Interpretation and Symbolization, Proceedings of the Fourteenth PAO:Conference, Mexico, pp. 149-156. URSINI S. (1990b), El Lenguaje Aritmetico-Algebraico en un Ambicnte Computacional, en Cuadernos de Investigacion, N. 15, IV, Julio, PNFAPM, Mexico, pp. 53-105. - Unstm S. (1991), First Steps in Generalization Processes in Algebra, Proceedings of the Fifteenth PME Conference, Assisi, Italia, pp. 316-323. Llastrit S. (1994), Pupils' Approaches to Different Characterizations of Variable in Logo, PhD Thesis, University of London Institute of Education.