Utilización de la función de arrastre del software Cabri-Géométre para el desarrollo del pensamiento geométrico en alumnos de bachillerato

Referencias

Esta investigación se realizó en el marco del Proyecto PB101109 del Programa Iniciativa para Fortalecer la Carrera Académica en el Bachillerato de la UNAM, 2009. Balacheff, N. (1987). Processus de prueve et situations de validation; Educational Studies in Mathematics 18, 147-176. Dörfler, W. (1993). Computer use and view of the mind. In C. Keitel & K. Ruthven (Eds.), Learning from computers: Mathematics education and technology (pp. 159-186). Berlin: Springer-Verlag. Duval, R. (1988). Pour une approche cognitive des problems de géométrie en terms de congruence, Annales de didactique et de sciences cognitives, Université Louis Pasteur et IREM, Strasbourg, Vol. I, 57-74. Goldenberg, E. P. y Cuoco, A. (1998). What is Dynamic Geometry?, en R. Leherer & D. Chazan (eds.), Designing Learning Environments for Developing Understanding of Geometry and Space. Lawrence Erlbaum Associates, Mahwah, NJ, pp. 351-368. Jones, K. (2000). Providing a foundation for deductive reasoning: students´ interpretations whew using dynamic geometry software and their evolving mathematical explications. Educational Studies in Mathematics 44, 55-85. Kozulin, A. (2000). Instrumentos psicológicos. La educación desde una perspectiva sociocultural. Barcelona: Paidós. Laborde, C. (1993). The computer as part of the learning environment: the case of geometry, in Learning from Computers Keitel C. & Ruthven K. (eds), NATO ASI Series, Springer Verlag, Heidelberg (à paraître). Laborde, C. (1994). Les rapports entre visuel et géométrique dans un eiao. En M. Artigue, R. Gras, C. Laborde, P. Tavignot, Vingt ans de didactique des mathématiques en France. La Pensée Savage, Paris, France. Laborde, C. y Caponni, B. (1994). Cabri-Géomètre constituant d´un milieu pour l´apprentissage de la notion de figure géométrique. Recherches en Didactique des Mathematiques, 14(1-2) 165-210. Laborde, C. (2000). Dynamic geometry environments as a source of rich learning contexts for the complex activity of proving. Educational Studies in Mathematics 44, 151-161. Mariotti, M. A. (2002). The influence of technological advances on students’ mathematics learning. En: L. English, et al. (Eds.), Handbook of research in mathematics education (pp. 695- 723). New Jersey: Lawrence Eribaum Associates. Parzyzs, B. (1988). Knowing vs. Seeing. Problems of the plane representation of space geometry figures, Educational Studies in Mathematics, Vol. 19, no. 1, 79-92. Rabardel, P. (1995). Les hommes et les technologies- Approache cognitive des instruments contemporains. Paris: A. Colin. Salinas, J. y Sánchez, E. (2006). Interpretation of the Cabri dragging in a learning experience. Proceedings of the Twenty eight annual meeting of the north American chapter of the international group for the psychology of mathematics Education, Vol. 2 427-429. Talmon, V. y Yerushalmy. M. (2004). Understanding dynamic behavior: parent-child relations in dynamic geometry environments. Educational Studies in Mathematics 57, 91-119. Verillon, P. y Rabardel, P. (1995). Cognition and Artifacrs: A contribution to the study of though in relation to instrumented activity. European Journal of Psycology of Education, 10, 77-101. Vygotsky, L. (1995). Pensamiento y lenguaje. Barcelona: Paidós.