Plataforma del discurso metodológico en docencia matemática: lo socio-cultural y lo lingüístico como competencias guías

Referencias

Apple, M. (1995). Taking power seriously: New directions in equity in mathematics education and beyond. In W. Secada, E. Fennema, & L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 329–348). New York: Cambridge University Press. Achieve, Inc. (2007). Closing the expectations gap: An annual 50-state progress report on the alignment of high school policies with the demands of college and work. Washington, DC: Achieve, Inc. Balfanz, R., & Legters, N. (2004). Locating the dropout crisis: Which high schools produce the nation’s dropouts? Where are they located? Who attends them? Baltimore, MD: Center for Social Organization of Schools, Johns Hopkins University. Burns, M. (2006). Improving student writing through e-mail mentoring. Learning & Leading with Technology , 38-43. Buxton, C.A. (1998). Improving the science education of English language learners: Capitalizing on educational reform. Journal of Women and Minorities in Science and Engineering, 4(4), 341- 369. Center for Applied Linguistic (CAL) (2006). Developing Literacy in Second-Language Learners National Literacy Panel on Language Minority Children and Youth Ed Diane August and Timothy Shanahan. Lawrence Erlbaum associates Publishers. Mahwah, New Jersey London Cobb, P., Wood, T., & Yackel, E. (1993). Discourse, mathematical thinking, and classroom practice. In E. Forman, N. Minick, & C. A. Stone, (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 91-119). New York, NY: Oxford University Press. Crawford, J. (1995). Bilingual education: History, politics, theory and practice (3rd ed.). Los Angeles, CA: Bilingual Educational Services, Inc. Cuevas, J. A. (1997). Educating limited-English-proficient students: A review of the research on school programs and classroom practices. San Francisco, CA: WestEd. Darling-Hammond, L. (1997). The right to learn. San Francisco: Jossey-Bass D’Ambrosio, U. (1990). Etnomatemática [Ethnomathematics]. São Paulo: Editora Ática D’Ambrosio, U. (2007). Peace, Social Justice and Ethnomathematics. In. The Montana Mathematics Enthusiast, ISSN 1551-3440, Monograph 1, pp.25-34© The Montana Council of Teachers of Mathematics TMME Monograph1, p.28 D’Ambrosio, U. (2004).Ethnomathematics and its Place. In the History and Pedagogy of Mathematics. En Carpenter, T. P., Dossey, J. A. and Koehler J. L. (eds). Classics in Mathematics Education Research, National Council of Teachers of Mathematics, Reston, VA, 2004; pp.194-199. Deemer, S.(2004). Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments. Educational Research, 1 (46), 72-90 Echevarria, J., & Graves, A. (2003). Sheltered Content Instruction, Boston, MA: Allyn & Bacon, Publishers. Echevarria, J., Vogt, M., & Short, D. (2006). Making content comprehensible for English learners: The SIOP model (Third Edition). Needham Heights, MA: Allyn and Bacon. Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder. Flores, B. B. (2000). Using an epistemological framework for understanding a bilingual teacher’s beliefs and practices. Diversity Studies: Understanding. University of Texas Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44, 134-141 Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann. Goldenberg, C., & Patthey-Chavez, G., 1995 Discourse Processes in Instructional Conversations: Discourse Processes, v19 n1 p57-74 Jan-Feb 1995 Giroux, H. (1988). Teachers as Intellectuals. Granby, MA: Bergin & Garvey Gutstein, E. & Peterson, B. (2005). Rethinking Mathematics: Teaching social justice by the numbers. Milwaukee, WI: Rethinking Schools. Kang, H., & Pham, K.T. (1995). From 1 to Z: Integrating math and language learning. Paper presented at the 29th annual meeting of the Teachers of English to Speakers of Other Languages, Long Beach, CA. (ERIC Document Reproduction Service No. ED 381 031) Kessler, C., Quinn, M.E., & Fathman, A.K. (1992). Science and cooperative learning for LEP students. En C. Kessler (Ed.). Cooperative language learning: A teacher’s resource book (pp. 65-83). Englewood Cliffs, NJ: Prentice Hall Regents. King, J. (Ed.) (2005). Black education: A transformative research and action agenda for the new century. Washington, D.C.: American Educational Research Association/Lawrence Erlbaum. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29-64. Legutko, R. S. (2007). Back to the future: The practicality of using Microsoft NetMeeting for effective distance tutoring. Vancouver: Association for the Advancement of Computing in Education ED-MEDIA World Conference on Educational Multimedia, Hypermedia & Telecommunications. Laplante, B. (1997). Teaching science to language minority students in elementary classrooms. New York State Association for Bilingual Education Journal, 12, 62-83. Means, B., Murphy, R., Penuel, W., Javitz, H., Emery, D., & Sussex, W. (2007). Effectiveness of reading & mathematics software products: Findings from the first student cohort. Jessup: National Center for Education Evaluation and Regional Assistance. Moschkovich, J. N. (2000) Learning mathematics in two languages: Moving from obstacles to resources. In W. Secada (Ed.), Changing the faces of mathematics (Vol. 1): Perspectives on multiculturalism and gender equity. Reston, VA: National Council of Teachers of Mathematics. National Assessment of Educational Progress (2005). The nation’s report card: NAEP2004 trends in academic progress. Three decades of student performance in reading and mathematics. Washington, DC: U.S. Department of Education, Institute of Education Science. National Council of Teachers of Mathematics (2000), Principles and Standards for School Mathematics. Reston, VA: Autor National Center for Education Statistics. (2007). The condition of education 2007 (NCES 2007-064). Washington, DC: U.S. Government Printing Office. Nunes, T., Schliemann, A., and Carraher, D. (1993). Street Mathematics and School Mathematics. Cambridge: CUP. Oakes, J., Joseph, R. & Muir, K. (2003). Access and achievement in mathematics and science: Inequalities that endure and change. En J. A. Banks & C.A. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 69–90). San Francisco: Jossey-Bass Pew Hispanic Center (2006) National Survey of Latinos: The Immigration Debate Research Report, October 5 Pimm, D. (1987). Speaking mathematically. London: Routledge & Kegan Paul Inc PISA (2006). Programme for International Students Assessment ¡Error! Referencia de hipervínculo no válida. Downloaded: August 4, 2009 Reagan, T., Rojas E. D., & Veneros. D. (2009) La Práctica Reflexiva como Herramienta Científica en la Preparación, Inducción y Evaluación de la Carrera Docente. Boletín de Investigación Educacional 21(2) 325-333. Pontificia Universidad Católica de Chile. Shulman, L. (1987). Knowledge and Teaching- Foundations of the New Reform, Harvard Educational Review, N. 57 pg. 1-22. En: Reagan, T. Rojas E. D., & Veneros. D. (2009) La Práctica Reflexiva como Herramienta Científica en la Preparación, Inducción y Evaluación de la Carrera Docente. Boletín de Investigación Educacional. 21(2) 325-333. Pontificia Universidad Católica de Chile. Reyes, X.A. (2007). La investigación acción y el contexto social de la educación. La comprensión hermenéutica y la metodología etnográfica. Boletín de Investigación Educacional. 21(2) 325-333. Pontificia Universidad Católica de Chile. Reyes, X.A. (2007). “Teachers’ Constructions of Knowledge,” Australia, International Journal of Learning 14(2) 7-13. Reyes, X.A. (2003). ‘Teachers’ (re)constructions of knowledge: the other side of fieldwork . En Journal of Latinos and Education 2(1), 31-37. Rojas, E.D. (en prensa). Mathematics as an equalizer for Latino/a Diverse Gifted adolescents’ Learners. Prufrock Press and the National Association for Gifted Children (NAGC) Otoño, 2009 Rojas, E.D. (2009) REALL: Raising Expectation for Latino/a English Language Learners. USDA Project Report. Final. Rojas, E.D. (2009). The Epistemology of Teacher Education in Mathematics: The Socio cultural and Linguistic Paradigms as Guidelines in the Teaching and Learning Mathematics Processes. Boletín de Investigación Educacional. 21(2) 325-333. Pontificia Universidad Católica de Chile. 23(2), 217 -254 Rojas, E. D. (2008). Maya Mathematics Lesson. En R. D. Kellough and J. Carjuzaa, Teaching in the Middle and Secondary Schools (9th ed.) (pp. 204-211). Boston, MA. Pearson. Rojas, E. D. (2007). Mathematics as an Equalizer for Teaching Talented Culturally and Linguistically Diverse (TCLD) Learners: The Case of Latino Gifted Learners. Paper presented at National Education for Bilingual Education (NABE) Rojas, E. & Hartsock, X. (2006). The relationship between parent involvement with homework an mathematics achievement of Hispanic English language learners. Pensamiento Educativo, Coordinación de Investigación y Publicaciones de la Facultad de Educación de la Pontificia Universidad Católica de Chile. Santiago, Chile. Rojas E. (February 2007). A study of ancient Maya history, culture and its mathematics: A field study experience. Association of Academic Programs in Latin America and the Caribbean (AAPLAC) 8h Annual Conference. Yale University. New Haven, CT. Rust, F. O. C. (1994). The first year of teaching: It’s not what they expected. Teaching and Teacher Education, 10, 205–217. Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. En D. Grouws (Ed.), Handbook for Research on Mathematics Teaching and Learning (pp. 334-370). New York: Macmillan. Schoenfeld, A. H. (2002). Making mathematics work for all children: Issues of standards, testing, and equity. Educational researcher, 31(1), 13-25 Tracey, D. H., & Young, J. W. (2005). An internet-delivered, individually differentiated reading program: Effects on students’ literacy achievement and technology skills. Miami: National Reading Conference. UNESCO (1990). World Declaration on Education for All. Naciones Unidas. Author. http://www.unesco.org/education/pdf/JOMTIE_E.PDF University of Connecticut (2008). Where are we? The Status of Latinas/os at UConn. ALFA Latin@ Faculty Association report. Universidad de la Frontera de Temuco en Chile (2008), ( http://dme.ufro.cl/mem/). Revisado el 3 de julio del 2008. U.S. Census Bureau Public Information Office (2007). Revisado: 9 de agosto, 2007.