Igualdad de género en la percepción de la competencia lecto-matemática

Referencias

ANDERMAN, E., ECCLES, J., YOON, K., ROESER, R., WIGFIELD, A., y BLUMENFELD, P. (2001). Learning to Value Mathematics and Reading: Relations to Mastery and Performance Oriented Instructional Practices. Contemporary Educational Psycology, 26, 76-95. BARTON, M., HEIDEMAN, C., y JORDAN, D. (2002). Teaching Reading in Mathematics and Science. Educational Leadership, 60(3), 24-28. BORASI, R., y SIEGEL, M. (2000). Reading Counts: Expanding the Role of Reading in Mathematics Classrooms. New York: Teachers College. BURKE, J. (2002). The Internet Reader. International Leadership, 60(3), 38-41. BURNET, P. (2003). The Impact of Teacher Feedback on Student Self-Talk and Self-Concept in Reading and Mathematics. Journal of Classroom Interaction, 38(1), 11-16. CANTON, R., GNAEDINGER, E., GALLOWAY, K., HESSON-MCHINNIS, M., y HUND, A. (2016). Executive functioning predicts reading mathematics, and theory of mind during the elementary years. Journal of Experimental Child(146), 66-78. CAPONERA, E., SESTITO, P., RUSSO, M. (2016). The influence of reading literacy on mathematics and science achievement. The Journal of Educational Resarch, 109(2), 197-204. D'AGOSTINO, J. (2000). Instructional and School Effects on Students' Longitudinal Reading and Mathematics Achievements. School Effectiveness and School Improvement, 11(2), 197-235. GONZÁLEZ, R. (2002). Factores que influyen en el desempeño matemático de estudiantes universitarios iniciales. Persona, 3, 11-26. GROOTENBOER, P., y HEMMINGS, B. (2007). Mathematics Performance and the Role Played by Affective and Background Factors. Mathematics Education Research Journal, 19(3), 3-10. HEDSON, R. K., y ROBERTS, J. K. (2006). Use of Exploratory Factor Analysis in Published Research: Common Errors and Some Comment on Improved Practice. Educational and Psychological Measurement, 66(3), 393-416. HELWING, R., MARICK, A., TINDAL, G., HEALTH, B., y ALMOND, P. (1999). Reading as an Access to Mathematics Problem Solving on Multiple-Choice Test for Sixth-Grade Students. The Journal of Educational Research, 93(2). JORDAN, N., HANICH, L., y KAPLAN, D. (2003). A Longitudinal Study of Mathematical Competencies in Children with Specific Mathematics Difficultiees versus Children Comorbid Mathematics and Reading Difficultiees. Child Development, 74(3), 834-850. MATURANO, C., y MAZZITELLI, C. (2003). ¿Los estudiantes verifican la consistencia interna de los textos científicos o retienen la primera información que leen? Investigaciones em Ensino de Ciências, 8(1), 91- 105. MEC. (2007). PISA 2006. Programa para la Evaluación Internacional de Alumnosde la OCDE. Informe Español. Madrid: Ministerio de Educación y Ciencia. Subdirección General de Información y Publicaciones. OCDE. (2010). PISA 2009 Results: Learning to learn. Students Engagement, Strategies and Practices (Volume III). RATY, H., VÄNSKÄ, J., KANASEN, K., y KÄRKKÄINEN, H. (2002). Parent's Explanations of Their Child's Performance in Mathematics and Reading: A Replicacion and Extension of Yee and Eccles. Sex Roles, 46(3 y 4), 121- 128. SERRADÓ, A. (2009). E-forum, a strategy for developing key competencies of communication in, with and about mathematics. En L. Gómez Chova, D. Martí Belenguer, & I. Candel Torres (Ed.), Proceedings of the International Conference on Education and New Learning Technologies (págs. 2453- 2464). Spain: Barcelona: EDULEARN. SERRADÓ, A. (2014). Constructing, refining and validating a task for developing reasoning on stabilized frequency distributions in the context of informal inferences. En B. Makar, B. De Sousa, & R. Gould (Ed.), Proceedings of the Ninth International Conference on Teaching Statistics. Voorburg: International Statistical Association. SERRADÓ, A., y LÓPEZ, J. (2009). Textos y estrategias lectoras. Actas de las XIV Jornadas para el aprendizaje y enseñanza de las matemáticas. Actas de ñas XIV Jornadas para el aprenizaje y enseñanza de las matemáticas. Girona: Servicio de Publicaciones de la Federación Española de Sociedades de Prfoesores de Matemáticas. SERRADÓ, A., VANEGAS, Y., y GIMÉNEZ RODRÍGUEZ, J. (2015). Facilitating Deliberate Dialogue in Mathematics Classroom. En U. Gellert, J. Gimenez Rodriguez, C. Hahn, & S. Kafoussi (Edits.), Educational Paths to Mathematics. A C.I.E.A.E.M Sourcebook (págs. 289-303). Switzeland: Springer International Publishing. SLAVIN, R. (2013). Effective programmes in reading and mathematics: lessons from the Best Evidence. . School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 24(4). VACCA, R. (2002). From Efficient Decoders to Strategic Readers. Educational Leadership, 60(3), 7-11. VACCA, R., y VACCA, J. (2002). Content area reading: Literacy and learning accross the curriculum (7th ed.). Boston: Allyn and Bacon.