Precaución.png
Precaución.png
ATENCION

El 12 de febrero de 2020 el Ministerio de Educación reactivó las versiones de CNB de Preprimaria y Primaria vigentes previo al 30 de diciembre de 2019 (Acuerdos Ministeriales 436-2020 y 437-2020), mismos que han sido ya reinstalados en los vínculos correspondientes en este sitio.


Bibliografía

De CNB
Saltar a: navegación, buscar
  1. American Association of University Women (1998). Gender gaps: where schools still fail our children. Washington, DC, AAUW.
  2. Atanda, D. (1999). Do gatekeeper courses expand education options? Washington, DC, National Center for Education Statistics (NCES 1999303).
  3. Aubrey, C. (1997). Mathematics teaching in the early years: an investigation of teachers’ subject knowledge. London, Falmer Press.
  4. Ball, D. (1993). “With an eye on the mathematical horizon: dilemmas of teaching elementary school mathematics”. Elementary school journal (Chicago, IL), vol. 93, p. 373-97.
  5. Boaler, J. (1998). “Open and closed mathematics: student experiences and understandings”, en Journal for research in mathematics education (Reston, VA), vol. 29, p. 41-62.
  6. Brownell, W.A. (1945). “When is arithmetic meaningful?”, en Journal of educational research (Washington, DC), vol. 38, p. 481-98.
  7. Brownell, W.A. (1947). “The place of meaning in the teaching of arithmetic”, en Elementary school journal (Chicago, IL), vol. 47, p. 256-65.
  8. Carpenter, T.P. et al. (1988). “Teachers pedagogical content knowledge of students problem solving in elementary arithmetic”, en Journal for research in mathematics education (Reston, VA), vol. 19, p. 385-401.
  9. Carpenter, T.P. et al. (1989). “Using knowledge of children’s mathematics thinking in classroom teaching: an experimental study”, en American educational research journal (Washington, DC), vol. 26, p. 499-531.
  10. Carpenter, T.P. et al. (1998). “A longitudinal study of invention and understanding in children’s multidigit addition and subtraction”, en Journal for research in mathematics education (Reston, VA), vol. 29, p. 3-20.
  11. Cobb, P.; Yackel, E. y Wood, T. (1992). “A constructivist alternative to the representational view of mind in mathematics education”, en Journal for research in mathematics education (Reston, VA), vol. 23, p. 2-23.
  12. Cobb, P. et al. (1991). “Assessment of a problem-centered secondgrade mathematics project”, en Journal for research in mathematics education (Reston, VA), vol. 22, p. 3-29.
  13. Cobb, P. et al. (1992). “Characteristics of classroom mathematics traditions: an interactional analysis”, en American educational research journal (Washington, DC), vol. 29, p. 573-604.
  14. Cognition and Technology Group (1997). The Jasper Project: lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ, Erlbaum.
  15. Cohen, E.G. (1994). “Restructuring the classroom: conditions for productive small groups”, en Review of educational research (Washington, DC), vol. 64, p. 1-35.
  16. Davidson, N. (1985). “Small group cooperative learning in mathematics: a selective view of the research”, en Slavin, R., ed. Learning to cooperate, cooperating to learn, p. 211-30. New York, Plenum Press.
  17. Davis, M. (1990). Calculating women: precalculus in context. Paper presented at the Third Annual Conference on Technology in Collegiate Mathematics, Columbus, OH.
  18. Drijvers, P. y Doorman, M. (1996). “The graphics calculator in mathematics education”, en Journal of mathematical behavior (Stamford, CT), vol. 15, p. 425-40.
  19. Dunham, P.H. y Dick, T.P. (1994). “Research on graphing calculators”, en Mathematics teacher (Reston, VA), vol. 87, p. 440-45.
  20. Fawcett, H.P. (1938). The nature of proof: a description and evaluation of certain procedures used in senior high school to develop an understanding of the nature of proof. 1938 Yearbook of the National Council of Teachers of Mathematics. New York, Columbia University, Teachers College.
  21. Fennema, E.; Carpenter, T.P. y Peterson, P.L. (1989). “Learning mathematics with understanding: cognitively guided instruction”, en Brophy, J., ed. Advances in research on teaching, p. 195-221. Greenwich,CT, JAI Press.
  22. Fennema, E. et al. (1993). “Using children’s mathematical knowledge in instruction”, en American educational research journal (Washington, DC), vol. 30, p. 555-83.
  23. Fennema, E. et al. (1996). “A longitudinal study of learning to use children’s thinking in mathematics instruction”, en Journal for research in mathematics education (Reston, VA), vol. 27, p. 403-34.
  24. Flanders, J.R. (1987). “How much of the content in mathematics textbooks is new?”, en Arithmetic teacher (Reston, VA), vol. 35, p. 18-23.
  25. Flores, A. y McLeod, D.B. (1990). Calculus for middle school teachers using computers and graphing calculators. Paper presented at the Third Annual Conference on Technology in Collegiate Mathematics, Columbus, OH.
  26. Fuson, K.C. (1992). “Research on whole number addition and subtraction”, en Grouws, D.A., ed. Handbook of research on mathematics teaching and learning, p. 243-75. New York, Macmillan.
  27. Fuson, K.C. y Briars, D.J. (1990). “Using a base-ten blocks learning/teaching approach for first- and second-grade place-value and multidigit addition and subtraction”, en Journal for research in mathematics education (Reston, VA), vol. 21, p. 180-206.
  28. Giamati, C.M. (1991). The effect of graphing calculator use on students understanding of variations of their graphs, tesis doctoral, University of Michigan. Dissertation abstracts international, vol. 52, 103A (University Microfilms No. AAC 9116100).
  29. Good, T.L.; Grouws, D.A. y Ebmeier, H. (1983). Active mathematics teaching. New York, Longman.
  30. Greeno, J.G. (1991). “Number sense as situated knowing in a conceptual domain”, en Journal for research in mathematics education (Reston,VA), vol. 22, p. 170-218.
  31. Grouws, D.A. y Smith, M.S. En prensa. “Findings from NAEP on the preparation and practices of mathematics teachers”, en Silver, E.A. y Kenney, P., eds. Results from the Seventh Mathematics Assessment of the National Assessment of Educational Progress. Reston, VA, National Council of Teachers of Mathematics.
  32. Groves, S. y Stacey, K. (1998). "Calculators in primary mathematics: exploring number before teaching algorithms", en Morrow, L.J., ed. The teaching and learning of algorithms in school mathematics, p. 120-29. Reston, VA, National Council of Teachers of Mathematics.
  33. Harvey, J.G. (1993). Effectiveness of graphing technology in a precalculus course: the 1988-89 field test of the C3PC materials. Paper presented at the Technology in Mathematics Teaching Conference, Birmingham, UK.
  34. Hawkins, E.F., Stancavage, F.B. y Dossey, J.A. (1998). School policies and practices affecting instruction in mathematics: findings from the National Assessment of Educational Progress. Washington, DC, National Center for Educational Statistics (NCES 98-495).
  35. Heid, M.K. (1988). “Resequencing skills and concepts in applied calculus using the computer as a tool”, en Journal for research in mathematics education (Reston, VA), vol. 19, p. 3-25.
  36. Hembree, R. y Dessart, D.J. (1986). “Effects of hand-held calculators in precollege mathematics education: a meta-analysis”, en Journal for research in mathematics education (Reston, VA), vol. 17, p. 83-99.
  37. Hembree, R. y Dessart, D.J. (1992). “Research on calculators in mathematics education”, en Fey, J.T., ed. Calculators in mathematics education. 1992 Yearbook of the National Council of Teachers of Mathematics, p. 22-31. Reston, VA, National Council of Teachers of Mathematics.
  38. Hiebert, J. y Carpenter, T. (1992). “Learning and teaching with understanding”, en Grouws, D.A., ed. Handbook of research on mathematics teaching and learning, p. 65-97. New York, Macmillan.
  39. Hiebert, J. y Wearne, D. (1992). “Links between teaching and learning place value with understanding in first grade”. Journal for research in mathematics education (Reston, VA), vol. 22, p. 98-122.
  40. Hiebert, J. y Wearne, D. (1993). “Instructional tasks, classroom discourse, and students learning in second-grade arithmetic”, en American educational research journal (Washington, DC), vol. 30, p. 393-425.
  41. Hiebert, J. y Wearne, D. (1996). “Instruction, understanding and skill in multidigit addition and subtraction”, en Cognition and instruction (Hillsdale, NJ), vol. 14, p. 251-83.
  42. Hiebert, J. et al. (1997). Making sense: teaching and learning mathematics with understanding. Portsmouth, NH, Heinemann.
  43. Husén, T. (1967). International study of achievement in mathematics, vol. 2. New York, Wiley.
  44. Kamii, C. (1985). Young children reinvent arithmetic: implications of Piaget’s theory. New York, Teachers College Press.
  45. Kamii, C. (1989). Young children continue to reinvent arithmetic: implications of Piaget’s theory. New York, Teachers College Press.
  46. Kamii, C. (1994). Young children continue to reinvent arithmetic in 3rd grade: implications of Piaget’s theory. New York, Teachers College Press.
  47. Keeves, J.P. (1976). “Curriculum factors influencing school learning”, en Studies in educational evaluation (Kidlington, UK), vol. 2, p. 167-84.
  48. Kamii, C. (1994). The world of school learning: selected key findings from 35 years of IEA research. The Hague, Netherlands, International Association for the Evaluation of Educational Achievement (IEA).
  49. Kilpatrick, J. (1992). “A history of research in mathematics education”, en Grouws, D.A., ed. Handbook of research on mathematics teaching and learning, p. 3-38. New York, Macmillan.
  50. Knapp, M.S.; Shields, P.M. y Turnbull, B.J. (1995). “Academic challenge in high-poverty classrooms”, en Phi Delta Kappan (Bloomington, IN), vol. 77, p. 770-76.
  51. Koehler, M. y Grouws, D.A. (1992). “Mathematics teaching practices and their effects”, en Grouws, D.A., ed. Handbook of research on mathematics teaching and learning, p. 115-26. New York, Macmillan.
  52. Kulm, G.; Morris, K. y Grier, L. (1999). Middle grade mathematics textbooks: a benchmarks-based evaluation. Washington, DC, American Association for the Advancement of Science.
  53. Labinowicz, E. (1985). Learning from students: new beginnings for teaching numerical thinking. Menlo Park, CA, Addison-Wesley.
  54. Laborde, C. (1994). "Working in small groups: a learning situation?", en Biehler, R. et al., eds. Didactics of mathematics as a scientific discipline, p. 147-58. Dordrecht, Netherlands, Kluwer Academic Publishers.
  55. Leinenbach, M. y Raymond, A.M. (1996). “A two-year collaborative action research study on the effects of a ‘hands-on’ approach to learning algebra”, en Jakubowski, E., ed. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Ciudad de Panamá, FL. (ERIC Document Reproduction; Service No. ED 400 178).
  56. Mack, N.K. (1990). “Learning fractions with understanding: building on informal knowledge”, en Journal for research in mathematics education (Reston, VA), vol. 21, p. 16-32.
  57. Markovits, Z. y Sowder, J. (1994). “Developing number sense: an intervention study in grade 7”, en Journal for research in mathematics education (Reston, VA), vol. 25, p. 4-29.
  58. McKnight, C.C. et al. (1987). The underachieving curriculum. Champaign, IL, Stipes.
  59. Mullis, I.V.S.; Jenkins, F. y Johnson, E.G. (1994). Effective schools in mathematics: perspectives from the NAEP 1992 assessment. Washington, DC, United States Department of Education, Office of Educational Research and Improvement (Report No. 23-RR-01).
  60. National Center for Education Statistics (1996). Pursuing excellence: a study of US eighth-grade mathematics and science teaching, learning, curriculum and achievement in international context. Washington, DC, United States Department of Education (NCES Report 97-198).
  61. National Center for Education Statistics (1997). Pursuing excellence: a study of U.S. fourth-grade mathematics and science achievement in international context. Washington, DC, United States Department of Education. (NCES Report 97-255.)
  62. National Center for Education Statistics (1998). Pursuing excellence: a study of US twelfth-grade mathematics and science achievement in international context. Washington, DC, United States Department of Education (NCES Report 98-049).
  63. National Council of Teachers of Mathematics (1989). Curriculum and valuation standards for school mathematics. Reston, VA, NCTM.
  64. Penglase, M. y Arnold, S. (1996). “The graphics calculator in mathematics education: a critical review of recent research”, en Mathematics education research journal (Campbelltown, Australia), vol. 8, p. 58-90.
  65. Resnick, L.B. (1980). “The role of invention in the development of mathematical competence”, en Kluwe, R.H.; Spada, H., eds. Developmental models of thinking, p. 213-44. New York, Academic Press.
  66. Resnick, L.B. y Omanson, S.F. (1987). “Learning to understand arithmetic”, en Glaser, R., ed. Advance in instructional psychology, vol. 3, p. 41-95. Hillsdale, NJ, Lawrence Erlbaum Associates.
  67. Reys,B.J.;Barger,R.H.1994. "Mental computation:issues from the United States perspective". En: Reys, R.E.; Nohda, N., eds. Computational alternatives for the twenty-first century, p. 31-47. Reston, VA, National Council of Teachers of Mathematics.
  68. Reys, B.J. et al. (1991). Developing number sense in the middle grades. Reston, VA, National Council of Teachers of Mathematics.
  69. Rich, B.S. (1991). The effects of the use of graphing calculators on the learning of function concepts in precalculus mathematics, tesis doctoral, University of Iowa. Dissertation abstracts international, vol. 52, 835A (University Microfilms No. AAC 9112475).
  70. Ruthven, K. (1990). “The influence of graphic calculator use on translation from graphic to symbolic forms”, en Educational studies in mathematics (Dordrecht, Netherlands), vol. 21, p. 431-50.
  71. Schmidt, W.H.; McKnight, C.C. y Raizen, S.A. (1997). A splintered vision: an investigation of U.S. science and mathematics education. Dordrecht, Netherlands, Kluwer Academic Publishers.
  72. Secada, W.G. (1992). “Race, ethnicity, social class, language, and achievement in mathematics”, en Grouws, D.A., ed. Handbook of research on mathematics teaching and learning, p. 623-60. New York, Macmillan.
  73. Skemp, R.R. (1978). “Relational understanding and instrumental understanding”, en Arithmetic teacher (Reston, VA), vol. 26, p. 9-15.
  74. Slavin, R.E. (1990). “Student team learning in mathematics”, en Davidson, N., ed. Cooperative learning in math: a handbook for teachers, p. 69-102. Reading, MA, Addison-Wesley.
  75. Slavin, R.E. (1995). Cooperative learning: theory, research, and practice. 2a. ed., Boston, Allyn y Bacon.
  76. Slavit, D. (1996). “Graphing calculators in a ‘hybrid’ algebra II classroom”, en For the learning of mathematics: an international journal of mathematics education (Montreal, Canadá) vol. 16, p. 9-14.
  77. Smith, B.A. (1996). A meta-analysis of outcomes from the use of calculators in mathematics education, tesis doctoral, Texas AyM University at Commerce. Dissertation Abstracts International, vol. 58, 03.
  78. Sowder, J. (1992a). “Estimation and number sense”, en Grouws, D.A., ed. Handbook of research on mathematics teaching and learning, p. 371-89. New York, Macmillan.
  79. Sowder, J. (1992b). “Making sense of numbers in school mathematics”, en Leinhardt, R.; Putnam, R.; Hattrup, R., eds. Analysis of arithmetic for mathematics education, p. 1-51. Hillsdale, NJ, Lawrence Erlbaum Associates.
  80. Sowell, E.J. (1989). “Effects of manipulative materials in mathematics instruction”, en Journal for research in mathematics education (Reston, VA), vol. 20, p. 498-505.
  81. Stacey, K. y Groves, S. (1994). Calculators in primary mathematics. Paper presented at the Annual Meeting of the National Council of Teachers of Mathematics, Indianapolis, IN.
  82. Stigler, J.W. y Hiebert, J. (1997). “Understanding and improving classroom mathematics instruction”, en Phi Delta Kappan (Bloomington, IN), vol. 79, p. 14-21.
  83. Stigler, J.W. et al. (1999). The TIMSS videotape study: methods and findings from an exploratory research project on eighth grade mathematics instruction in Germany, Japan and the United States. Washington, DC, National Center for Education Statistics (NCES 99-130).
  84. Suarez, T.M., et al. (1991). “Enhancing effective instructional time: a review of research”, en Policy brief, vol. 1, núm. 2. Chapel Hill, NC, North Carolina Educational Policy Research Center.
  85. Suydam, M.N. y Higgins, J.L. (1977). Activity-based learning in elementary school mathematics: recommendations from research. Columbus, OH, ERIC Center for Science, Mathematics and Environmental Education.
  86. Thompson, P.W. (1992). “Notations, conventions, and constraints: contributions of effective uses of concrete materials in elementary mathematics”, en Journal for research in mathematics education (Reston, VA), vol. 23, p. 123-47.
  87. Van Engen, H. (1949). “An analysis of meaning in arithmetic”, en Elementary school journal (Chicago, IL), vol. 48, p. 395-400.
  88. Varelas, M. y Becker, J. (1997). “Children’s developing understanding of place value: semiotic aspects”, en Cognition and instruction (Hillsdale, NJ), vol. 15, p. 265-86.
  89. Wearne, D. y Hiebert, J. (1988). “A cognitive approach to meaningful mathematics instruction: testing a local theory using decimal numbers”, en Journal for research in mathematics education (Reston, VA), vol. 19, p. 37184.
  90. Webb, N.M. (1991). “Task-related verbal interaction and mathematics learning in small groups”, en Journal for research in mathematics education (Reston, VA), vol. 22, p. 366-89.
  91. Webb, N.M.; Troper, J.D. y Fall, R. (1995). “Constructive activity and learning in collaborative small groups”, en Journal of educational psychology (Washington, DC), vol. 87, p. 406-423.
  92. Wilson, M.R. y Krapfl, C.M. (1994). “The impact of graphics calculators on students understanding of function”, en Journal of computers in mathematics and science teaching (Charlottesville, VA), vol. 13, p. 252-64.
  93. Wood, T. (1999). “Creating a context for argument in mathematics class”, en Journal for research in mathematics education (Reston, VA), vol. 30, p. 17191.
  94. Wood,T.; Cobb, P. y Yackel, E. (1995). “Reflections on learning and teaching mathematics in elementary school”, en Steffe, L.P.; Gale, J., eds. Constructivism in education, p. 401-22. Hillsdale, NJ, Lawrence Erlbaum Associates.
  95. Wood, T.; Sellers, P. (1996). “Assessment of a problem-centered mathematics program: 3rd grade”, en Journal for research in mathematics education (Reston, VA), vol. 27, p. 337-53.
  96. Wood, T.; Sellers, P. (1997). “Deepening the analysis: longitudinal assessment of a problemcentered mathematics program”, en Journal for research in mathematics education (Reston, VA), vol. 28, p. 163-86.
  97. Wood,T. et al. (1993). “Rethinking elementary school mathematics: insights and issues”, en Journal for research in mathematics education (Reston, VA), monographs, 6.
  98. Yackel, E.; Cobb, P. y Wood, T. (1991). “Small-group interactions as a source of learning opportunities in second-grade mathematics”, en Journal for research in mathematics education (Reston, VA), vol. 22, p. 390-408.