Referencias

De CNB
Ir a la navegación Ir a la búsqueda
Busca en cnbGuatemala con Google

(Página creada con «{{Título}} {{Like}} # Ahl, V.A. Moore, C.F. Dixon, J.A. 1992. "Development of intuitive and numerical proportional reasoning". ''Cognitive development'', 7(1), 81–108. #...»)
(Sin diferencias)

Revisión del 12:41 26 dic 2015

  1. Ahl, V.A. Moore, C.F. Dixon, J.A. 1992. "Development of intuitive and numerical proportional reasoning". Cognitive development, 7(1), 81–108.
  2. Anand, P.G. Ross, S.M. 1987. "Using computer-assisted instruction to personalize arithmetic materials for elementary school children". Journal of educational psychology, 79, 72–78.
  3. Ashlock, R.B. 2010. Error patterns in computation: using error patterns to help each student learn (10th ed.). Boston, MA: Allyn & Bacon.
  4. Behr, M.J. Post, T.R. Wachsmuth, I. 1986. "Estimation and children’s concept of rational number size". En: Schoen, H.L. Zweng, M.J. (eds.). Estimation and mental computation: 1986 yearbook. Reston, VA: The National Council of Teachers of Mathematics, Inc.
  5. Cramer, K. Post, T. Currier, S. 1993. "Learning and teaching ration and proportion: Research implications". En: Owens, D. (ed.). Research ideas for the classroom, pp. 159–178. New York, NY: Macmillan.
  6. Cramer, K. Wyberg, T. 2009. "Efficacy of different concrete models for teaching the part/whole construct for fractions". Mathematical thinking and learning, 11(4), 226–257.
  7. Empson, S.B. 1999. "Equal sharing and shared meaning: The development of fraction concepts in a first-grade classroom". Cognition and instruction, 17, 283–342.
  8. Frydman, O. Bryant, P.E. 1988. "Sharing and the understanding of number equivalence by young children". Cognitive development, 3, 323–339.
  9. Hill, H.C. Rowan, B. Ball, D.L. 2005. "Effects of teachers’ mathematical knowledge for teaching on student achievement". American educational research journal, 42(2), 371–406.
  10. Hoffer, T. et al. 2007. Final report on the national survey of algebra teachers for the National Math Panel. Chicago, IL: National Opinion Research Center at the University of Chicago.
  11. Hudson Hawkins, V. 2008. The effects of math manipulatives on student achievement in mathematics. Minneapolis, MN: Cappella University. (Unpublished dissertation.)
  12. Irwin, K.C. 2001. "Using everyday knowledge of decimals to enhance understanding". Journal for research in mathematics education, 32, 399–420.
  13. Ma, L. 1999. Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
  14. Mack, N.K. 1995. "Confounding whole-number and fraction concepts when building on informal knowledge". Journal for research in mathematics education, 26(5), 422–441.
  15. Moseley, B.J. Okamoto, Y. Ishida, J. 2007. "Comparing US and Japanese elementary school teachers’ facility for linking rational number representations". International journal of science & mathematics education, 5, 165–185.
  16. Mullis, I. et al. 1997. Mathematics achievement in the primary school years: IEA’s third mathematics and science study. Boston, MA: Center for the Study of Testing, Evaluation, and Educational Policy, Boston College.
  17. National Council of Teachers of Mathematics. 2007. The learning of mathematics: 69th NCTM yearbook. Reston, VA: National Council of Teachers of Mathematics.
  18. Nishida, T.K. 2008. The use of manipulatives to support children’s acquisition of abstract math concepts. Charlottesville, VA: University of Virginia. (Tesis inédita.)
  19. Rittle-Johnson, B. Siegler, R.S. Alibali, M.W. 2001. "Developing conceptual understanding and procedural skill in mathematics: An iterative process". Journal of educational psychology, 93, 346–362.
  20. Siegler, R.S. et al. 2010. Developing effective fractions instruction: A practice guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/publications/practiceguides/. (NCEE #2010–009)
  21. Siegler, R.S. Thompson, C.A. Schneider, M. 2011. "An integrated theory of whole number and fraction development". Cognitive psychology, 62, 273–296.
  22. Stafylidou, S. Vosniadou, S. 2004. "The development of students’ understanding of the numerical value of fractions". Learning and instruction, 14(5), 503–518.
  23. Streefland, L. 1991. Fractions in realistic mathematics education: A paradigm of developmental research. Dordrecht, Netherlands: Kluwer.
  24. Vamvakoussi, X. Vosniadou, S. 2010. "How many decimals are there between two fractions? Aspects of secondary school students’ understanding of rational numbers and their notation". Cognition and instruction, 28(2), 181–209.