México D.F.: Grijalbo.Įn este ensayo resaltamos los vínculos cognitivos entre las matemáticas y la música, que pueden favorecer procesos de enseñanza y aprendizaje de las fracciones en la matemática escolar. El desarrollo de los procesos psicológicos superiores. European Journal of Psychology of Education, 10(1), 77-101. Cognitions and artifacts: a contribution to the study ofthought in relation to instrument activity. Journal of Aesthetic Education, (34), 149-166. Music and mathematics: Modest support for the oft-claimed relationship. Journal for Research in Mathematics Education, 30(4), 390–416. An integrated study of children’s construction of improper fractions and the teacher’s role in promoting that learning. In The didactical challenge of symbolic calculators (pp. An instrumental approach to mathematics learning in symbolic calculator environments. Revista Elementos, Ciencia y Cultura, 8(44), 21-26. Building Connections: Theory, Research and Practice, 712-719. Proceedings of Annual Conference of the Mathematics Education Research Group of Australasia. The integration of mathematics and music in the primary school classroom. En Luis Rico, y otros (Eds), La Educación Matemática en la Enseñanza Secundaria (pp. Dificultades, obstáculos y errores en el aprendizaje de las Matemáticas en la Educación Secundaria. Construction of Arithmetical Meanings and Strategies. Steffe, Leslie, Cobb, Paul, y Glasersfeld, Ernst. Early Childhood Education Journal, 29(3), 179-184. Mathematics, music and movement: Exploring concepts and connections. Temporalidad, cronopsicología y diferencias individuales. Early Childhood Research Quarterly, 15(2), 215-228. Classroom keyboard instruction improves kindergarten children’s spatial-temporal performance: A field experiment. Music training causes long-term enhancement of preschool children's spatial-temporal reasoning. Rauscher Frances, Shaw Gordon, Levine Linda, Wright, Eric, Dennis, Wendy y Newcomb, Robert. Sakonidis (Eds.), International group of the psychology of mathematics education: Proceedings of the Joint Meeting of PME, 33, 409-416. “Three eighths of which whole?” – Dealing with changing referent wholes as a key to the part-of-part-model for the multiplication of fractions. El desarrollo de la noción de tiempo en el niño. International group of the psychology of mathematics education: Proceedings of the Joint Meeting of PME, 34, 25-32. Teachers’ reflections on the use of instruments in their mathematics lessons: a case-study. Revista Latinoamericana de Investigación en Matemática Educativa, 17(1), 1- 31. Reflexiones de profesores de matemáticas sobre aspectos relacionados con su pensamiento didáctico. Journal of Mathematical Behavior, 25(1), 18–45. Making sense of instruction on fractions when a student lacks necessary fractional schemes: The case of Tim. International group of the psychology of mathematics education: Proceedings of the Joint Meeting of PME, 32, 17-24. Integrating the measure and quotient interpretation of fractions. Música y Matemáticas en educación primaria. Kilpatrick (Eds.), Proceedings of the Fourth International Congress on Mathematical Education (pp. La partición, la equivalencia y la construcción de ideas relacionadas con los números racionales. On the mathematical, cognitive, and instructional foundations of rational numbers. ![]() Is musical intelligence special? In Verna Brummett (Ed.), Ithaca Conference ’96: Music as Intelligence (pp. ![]() En Jeremy Kilpatrick y Izaak Wirszup (Eds.), Soviet studies in the psychology of learning and teaching mathematics (Vol. The formation of elementary mathematical notions. México D.F.: Departamento de Matemática Educativa del CINVESTAV-IPN. Fenomenología didáctica de las estructuras matemáticas (Trad. El sonido de las fracciones: una propuesta interdisciplinaria de enseñanza. (Tesis para optar por el grado de Doctorado en Matemática Educativa), Centro de Investigación y Estudios Avanzados del Instituto Politécnico Nacional, México D.F., México.Ĭonde, Alexander, Figueras, Olimpia, Pluvinage, François y Liern, Vicente. Las unidad relativa como vínculo cognitivo entre el tiempo musical y las fracciones. (Tesis para optar por el grado de Maestría en Matemática Educativa), Centro de Investigación y Estudios Avanzados del Instituto Politécnico Nacional, México D.F., México.Ĭonde, Alexander. International Journal of Computers for Mathematical Learning, 7(3), 245-274.Ĭonde, Alexander. Learning mathematics in a CAS environment: The genesis of a Reflection about instrumentation and the Dialectics between Technical and Conceptual Work.
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