Relación entre motivación por las Matemáticas y aprendizaje activo a través de herramientas digitales

Referencias

Basilotta, Pinto, García-Valcárcel y García, 2018; Basilotta, V., Pinto, A. M., García-Val- cárcel, A. y García, M. L. (2018). La percepción de los docentes de Bachillerato sobre un proyecto de aprendizaje-servicio. Un estudio de caso. Revista electrónica interuniversitaria de formación del profesorado, 21(2), 65-78. doi:https://doi.org/10.6018/ reifop.21.2.323301 de Bruin, A. B. H., Kok, E. M., Leppink, J., & Camp, G. (2014). Practice, intelligence, and enjoyment in novice chess players: A prospective study at the earliest stage of a chess career. Intelligence, 45, 18-25. https://doi.org/10.1016/j.intell.2013.07.004 Dehesa, N. (2018). Las Matemáticas puestas en Juego. Épsilon Revista de Educación Matemática. 99, 43-54. Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J. P. (2016). Intrinsic motivation and achievement in mathematics in elementary school: a longitudinal investigation of their association. Child Dev.87, 165–175 Hannula, MS (2004). Regulación de la motivación en matemáticas. Ponencia presentada en la décima Congreso Internacional de Educación Matemática, TSG 24, Copenhague, Dinamarca. Obtenido de http://www.icme10.dk/ Kim, C., Park, S. y Cozart, J. (2014). Affective and motivational factors of learning in online mathematics courses. British Journal of Educational Technology. Vol 45 (1), 171-185. doi:10.1111/j.1467-8535.2012.01382.x Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42–53. Higgins K, Huscroft-D’Angelo J, Crawford L. (2019). Effects of Technology in Mathematics on Achievement, Motivation, and Attitude: A Meta-Analysis. Journal of Educational Computing Research. 57(2):283-319. doi:10.1177/0735633117748416 Huscroft-D’Angelo, J., Higgins, K., & Crawford, L. (2016). Technology, affective characteristics and mathematics: A review of the literature from 1985-2013. Journal of Educational Computer Research. Jorge-Pozo, D. y Jiménez-Gestal, C. (2019) Aplicando flipped classroom para el aprendizaje basado en problemas (ABP) en secundaria. Épsilon - Revista de Educación Matemática. 103, 45-54. Junta deAndalucía. Consejería de Educación y Deporte. Programas para el desarrollo de la competencia informacional articulados desde la biblioteca escolar. https://www.juntadeandalu- cia.es/educacion/portals/ishare-servlet/content/f4d62919-9e01-4987-a6db-f3a793a27781 Kriegbaum, K., Jansen, M., & Spinath, B. (2015). Motivation: A predictor of PISA’s mathematical competence beyond intelligence and prior test achievement. Learning and Individual Differences, 43, 140–148. https://doi.org/10.1016/j.lindif.2015.08.026 Krinzinger, H., Kaufmann, K., y Klaus, W. (2009). Math Anxiety and Math Ability in Early Primary School Years. Journal of Psychoeducational Assessment 27(3):206-225 DOI: 10.1177/0734282908330583 Lynn, V. y Hwang, Y. (2016) Exploring the effects of project-based learning in secon- dary mathematics education. The Journal of Educational Research, 109(5), 449 463. doi:https://doi.org/10.1080/00220671.2014.979911 Mandelbrot, B. (1994). Fractals, the computer, and mathematics education” in Proceedings of the 7th International Congress on Mathematical Education (Plenary lectures), C. Gaulin, B. R. Hodson, D. H. Wheeler, and J. C. Egsgard, Eds., pp. 77–98, Les Presses de L’universit´e Laval, Sainte-oy, Qu´ebec, Canada, August 1994. Mosier, Levine y Perkins, 2016; Mosier, G., Levine, J. y Perkins, T. (2016). Students’ perceptions of project based learning within the new tech school model. International Journal of Educational Reform, 25(1), 2-15. doi:https://doi.org/10.1177/10567879160 Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). Journal of Experimental Child On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of experimental child psychology, 141, 83–100. https://doi.org/10.1016/j.jecp.2015.07.014 Suinn R., Winston E. (2003). The Mathematics Anxiety Rating Scale, a Brief Version: Psychometric Data. Psychological Reports. 92(1): 167-173. doi:10.2466/pr0.2003.92.1.167