La enseñanza de las matemáticas: ¿en camino de transformación?

Referencias

Alsina, C., Fortuny, J. y Pérez, R. (1997). ¿Por qué geometría? Propuestas didácticas para la ESO. Madrid,España: Editorial Síntesis, S. A. Andrade, L., Perry, P., Fernández, F. y Guacaneme, E. (2002). Rutas pedagógicas de las matemáticas escolares. Una mirada a la práctica del profesor (documento no publicado). Bogotá, Colombia: Una Empresa Docente. Bishop, A., y Clarkson, P.C. (1988). What values do you think you are teaching when you teach mathematics? En J. Gough y J. Mousley (Eds.), Exploring all angles (pp.30-38). Melbourne: Mathematics Association of Victoria. Cobb, P. (2000). From representations to symbolizing: Introductory comments on semiotics and mathematical learning. En P. Cobb, E. Yackel y K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms (pp. 17- 36). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Cobb, P. y Yackel, E. (1996). Constructivist, emergent and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31, 175-190. Cooney, T. (1994). Teacher education as an exercise in adaptation. En D. Aichele y A. Coxford (Eds.), Professional development for teachers of mathematics (pp. 9-22). Reston, VA: National Council of Teachers of Mathematics. De Lange, J. (1995). Assessment: No change without problems. En T. Romberg (Ed.), Reform in school mathematics and authentic assessment (pp. 87-172). Albany, USA: State University of New York Press. Denzin, N. y Lincoln, Y. (1998). Entering the field of qualitative research. En N. Denzin y Y. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 1-34). Thousand Oaks, CA: Sage Publications, Inc. Eisenhart, M. (1988). The etnographic research tradition and mathematics education research. Journal for Research in Mathematics Education, 19 (2), 99-114. Eisenhart, M. y Howe, K. (1992). Validity in educational research. En M. LeCompte, W. Millroy y J. Preissle (Eds.), The handbook of qualitative research in education (pp. 643-680). San Diego, CA: Academic Press. Emerson, R. Fretz, R. y Shaw, L. (1995). Writing ethnographic fieldnotes. Chicago, IL: The University of Chicago Press. Ernest, P. (1989a). The impact of beliefs on the teaching of mathematics. En C. Keitel (Ed.), Mathematics, Education, and Society (document series 35, pp. 99- 101). Paris: UNESCO. Ernest, P. (1989b). The knowledge, beliefs and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15 (1), 13-33. Gravemeijer, K., Cobb, P., Bowers, J. y Whitenack, J. (2000). Symbolizing, modeling and instructional design. En P. Cobb, E. Yackel y K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms (pp. 225- 274). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Gregg, J. (1995). The tensions and contradictions of the school mathematics tradition. Journal for Research in Mathematics Education, 26 (5), 442-466. Hewitt, D. (2002a). Lo arbitrario y lo necesario: una forma de ver el currículo de matemáticas. Revista EMA, 7 (1), 43-64. Hewitt, D. (2002b). Lo arbitrario y lo necesario: apoyo a la memoria. Revista EMA, 7 (2), 206-226. Hewitt, D. (2002c). Lo arbitrario y lo necesario: educación de la consciencia. Revista EMA, 7 (3), 310- 343. Llinares, S. (2000). Intentando comprender la práctica del profesor de matemáticas. En J. Ponte y L. Serrazina (Eds.), Educaçao matemática em Portugal, Espanha e Italia. Actas da Escola de Verao-1999 (pp. 109-132). Portugal: Sociedade de Educaçao Matemática da Sociedade Portuguesa de Ciencias de Educaçao. Mason, J. (1996). Personal enquiry: Moving from concern towards research. United Kingdom: The Open University. Osterman, K.F. y Kottkamp, R.B. (1993). Reflective practice for educators. Improving schooling through professional development. California, USA: Corwin Press, Inc. Perry, P., Valero, P., Castro, M., Gómez, P. y Agudelo, C. (1998). Calidad de la educación matemática en secundaria. Actores y procesos en la institución educativa. Bogotá, Colombia: una empresa docente. Ponte, J.P., Boavida, A.M., Graça, M. y Abrantes, P. (1997). Funcionamiento de la clase de matemáticas. En Didáctica da matemática (pp. 71-95). Lisboa, Portugal: Ministerio de Educaçao, PRODEP. Quinn, M. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications, Inc. Rico, L. (1995). Consideraciones sobre el currículo escolar de matemáticas. Revista EMA, 1 (1), 4-24. Rico, L. (1997). Consideraciones sobre el currículo de matemáticas para educación secundaria. En L. Rico (Coord.), La educación matemática en la enseñanza secundaria (pp. 15-38). Barcelona, España: ICE-Horsori. Romberg, T. y Kaput, J. (1999). Mathematics worth teaching, mathematics worth understanding. En E. Fenema y T. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 3-17). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Schoenfeld, A. (1996). Elements of a model of teaching (documento no publicado). Berkeley, USA: University of California at Berkeley. Schön, D. (1983). The reflective practitioner: How professionals think in action. New York, USA: Basic Books. Sfard, A. (2000a). On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning, 2 (3), 157-189. Sfard, A. (2000b). Symbolizing mathematical reality into being—or how mathematical discourse and mathematical objects create each other. En P. Cobb, E. Yackel y K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms (pp. 37-98). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Sfard, A. (2001). There is more to discourse than meets the ears: Looking at thinking as communicating to learn more about mathematical learning. Educational Studies in Mathematics, 46 (1/3), 13-57. Skovsmose, O. (1999). Hacia una filosofía de la educación matemática crítica. Bogotá: una empresa docente. Skovsmose, O. (2000). Escenarios de investigación. Revista EMA, 6 (1), 3-26. Stein, M.K., Smith, M.S., Henningsen, M. y Silver, E. (2000). Implementing standards-based mathematics instruction. A casebook for professional development. New York: Teachers College Press. TIMSS Study Center (1994). Student questionnaire. Boston: The Hague. Usiskin, Z. (1988). Conceptions of school algebra and uses of variables. En A. Coxford y A. Shulte (Eds.), The ideas of algebra, K - 12 (pp. 8-19). Reston, VA: National Council of Teachers of Mathematics. Yackel, E. (2000). Introduction: Perspectives on semiotics and instruccional design. En P. Cobb, E. Yackel y K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms (pp. 1-13). Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.