Un modelo cognitivo para interpretar el desarrollo profesional de los profesores de matemáticas. Ejemplificación en un entorno colaborativo

• Autores: José Carrillo Yañez , Nuria Climent Rodríguez , Luis Carlos Contreras González , María Cinta Muñoz Catalán
• Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 25, Nº 1, 2007, págs. 33-44
• Idioma: español
• Enlaces
  • Texto completo
• Dialnet Métricas: 4 Citas
• Referencias bibliográficas
  • ARTZT, A.F. y ARMOUR-THOMAS, E. (1999). A cognitive model for examining teachers’ instructional practice in mathematics: a guide for facilitating...
  • BARDIN, L. (1986). El análisis del contenido. Madrid: Akal.
  • BLANCO, L.J. y CONTRERAS, L.C. (2002). Un modelo formativo de maestros de primaria en el área de matemáticas en el ámbito de la geometría,...
  • BROWN, C.C. y BORKO, H. (1992). Becoming a Mathematics Teacher, en Grouws, D.A. (ed.). Handbook of Research on Mathematics Teaching and Learning,...
  • CLIMENT, N. (2005). El desarrollo profesional del maestro de primaria respecto de la enseñanza de la matemática. Un estudio de caso. Michigan:...
  • CLIMENT, N. y CARRILLO, J. (2003). El dominio compartido de la investigación y el desarrollo profesional. Una experiencia en matemáticas con...
  • COONEY, T.J. (1998). Conceptualizing the professional development of teachers, en Alsina, C. et al. (eds.). Selected lectures ICME8, pp. 101-117....
  • COONEY, T.J. (2001). Considering the paradoxes, perils and purposes of conceptualizing teacher development, en FouLay Lin y Cooney, T.J. (eds.)....
  • ERNEST, P. (1996). Varieties of constructivism: a framework for comparison, en Steffe, L. y Nesher, P. (eds.). Theories of Mathematical Learning,...
  • FELDMAN, A. (1993). Promoting equitable collaboration between university researchers and school teachers. Qualitative Studies in Education,...
  • JAWORSKI, B. (1998). Mathematics teacher research: process, practice and the development of teaching. Journal of Mathematics Teacher Education,...
  • KRAINER, K. (1994). PLF-MATHEMATICS: A teacher inservice education course as a contribution to the improvement of professional practice in...
  • LLINARES, S. (2002). Participation and reification in learning to teach: the role of knowledge and beliefs, en Leder, G.C., Pehkonen, E. y...
  • MUÑOZ, C., CARRILLO, J. y CLIMENT, N. (En prensa). The transition from initial training to the immersion in practice. The case of a mathematics...
  • SCHOENFELD, A.H. (2000). Models of the teaching process. Journal of Mathematical Behavior, 18(3), pp. 243-261.
  • SCHÖN, D. (1983). The refl ective practitioner: How professionals think in action. Nueva York: Basics Books.
  • SCHÖN, D. (1987). Educating the refl ective practitioner. Nueva York: Jossey Bass.
  • SFARD, A. (1991). On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin....
  • SKEMP, R. (1971). The Psychology of Learning Mathematics. Harmondsworth, RU: Penguin Books.
  • STAKE, R. (1998). Investigación con estudio de casos. Madrid: Morata.
  • STRAUSS, A. y CORBIN, J. (1998). Basics of qualitative research: technics and procedures for developing grounded theory. California: Sage...
  • SZTAJN, P. y NIPPER, K. (2005). Expanding the instructional triangle: professional development and other images for planning instruction (Documento...
  • TZUR, R. (2001). Becoming a mathematics teacher-educator: conceptualizing the terrain through self-reflective analysis. Journal of Mathematics...
  • WENGER, E. (1998). Communities of practice: learning, meaning and identity. Nueva York: Cambridge University Press.
  • ZASLAVSKY, O. y LEIKIN, R. (1999). Interweaving the training of mathematics teacher-educators and the professional development of mathematics...