Valoración de la idoneidad de las matemáticas enseñadas

Referencias

Charalambous, C. Y. (2010). Mathematical knowledge for teaching and tasks. Journal of Teacher Education, 60(1-2), 21-34. Font, V. (2011). Competencias profesionales en la formación inicial de profesores de matemáticas de secundaria. Unión, 26, 9-25. Font, V., Planas, N., & Godino, J. D. (2010). Modelo para el análisis didáctico en educación matemática. Infancia y Aprendizaje, 33(1), 89-105. Giménez, J.; Font, V., & Vanegas, Y. (2013). Designing Professional Tasks for Didactical Analysis as a research process . En C. Margolinas (Ed.), Task Design in Mathematics Education. Proceedings of ICMI Study 22 (Vol. 1, pp. 581-589). Oxford, UK: ICMI Godino, J. D. Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM. The International Journal on Mathematics Education, 39(1-2), 127-135. Hill, H. C. (2010). Mathematical Quality of Instruction (MQI) (Manuscrito no publicado). Learning Mathematics for Teaching. Universiy of Michigan: Michigan Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study. Cognition and Instruction, 26(4), 430-511. Mason, J. (2002). Researching your own practice. The discipline of noticing. London: Routledge-Falmer. National Council of Teachers of Mathematics (2000). Principles and Standards for School Mathematics. The Council: Reston, Virginia. Pochulu, M., & Font, V. (2011). Análisis del funcionamiento de una clase de matemáticas no significativa. Revista Latinoamericana de Investigación en Matemática Educativa-RELIME, 14(3), 361-394. Swan, M. (2007). The impact of task-based professional development on teachers' practices and beliefs: a design research study. Journal of Mathematics Teacher Education, 10, 217-237. Wilson, P. S., Cooney, T. J., & Stinson, D. W. (2005). What constitutes good mathematics teaching and how it develops: Nine high school teachers’ perspectives. Journal of Mathematics Teacher Education, 8(2), 83–111.