Compartimos aquí algunas lecturas selectas sobre temas matemáticos o educativos diversos. El criterio de selección es calidad de la exposición, y la relevancia del tema para algún conjunto de cardinalidad mayor que cero, además de cierta cualidad de asombro. Se lista en orden cronológico inverso.

Si desea sugerir algún tema o lectura selecta (así como enviar comentarios), puede dirigirlos a kaizen (at) cemati (dot) com. Gracias de antemano

[Rev. 2012.01.21]

2012

• [92] Cline, Kelly and Lomen, David (2010) Active Voting: Active Learning in Differential Equations. CODEE Journal, January 11, 2010 [acc. 2012.01.21]
• [91] Miller, Robin L., Santana-Vega, Everilis, Terrell, Maria S. (2006) Can good questions and peer instruction improve calculus instruction? PRIMUS 16:3 (septiembre 2006) pp. 193-203 [acc. 2012.01.21]
• [90] Pilzer, Scott PhD (2001) Peer Instruction if Physics and Mathematics. PRIMUS 11:2, 185-192 [acc. 2012.01.21]
• [89] Sierpinska, Anna (2007) I need the teacher to tell me if I am right or wrong. Proceedings of the 31st. Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education, Seoul, South Korea, July 8-13, 2007, Vol. 1, pp. 45-64. [acc. 2012.01.10]
• [88] Mazur, Eric. (2012) Engaging students One-on-One, All at Once. Session 1. (Parte) Workshop led by Profr. Mazur at the LASPAU/IDIA Short Online Course for the Universidad de los Andes (Chile) in Cambridge, MA on 5 January 2012.

2011

• [87] Esteban Duarte, Pedro Vicente et al. (2006) Los mapas conceptuales en las fases de aprendizaje del modelo educativo de Van Hiele. Concept Maps: Theory, Methodology, Technology. Proc. of the Second Int’l Conference on Concept Mapping. Costa Rica. [acc. 2012.12.28]
• [86] Mason, John & Mary Spence (1999) Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment. Educational Studies in mathematics  38: 135-161. (c) Kluwer Acad. Publ. [Open Access, SpringerLink, acc. 2011.12.27]
• [85] Sfard, Anna. (1995) Reification as the birth of metaphor. The Hebrew University, Jeruzalem.  Tijdschrift voor Didactiek der B-wetenschappen 13 (1995) nr.1 [acc. 2011.12.04]
• [84] Ambrus, A. y Vásárhelyi, E. (2010). Problem Solving in Mathematics Education. Proceedings of the 11th. ProMath Conference. Eötvös Loránd University. {PDF, 162 pp.} [acc. 2011.06.14]
• [83] Liljedahl, P. G. (2004). The Aha experience: mathematical contexts, pedagogical implications. PhD. Thesis. Simon Fraser Univ. {PDF, 255 pp.} [acc. 2011.06.14]
• [82] Slepian, M. L. et al. (2010) Shedding light on insight: Priming bright ideas. Journal of Experimental Social Psychology 46 (2010) 696-700 [acc. 2011.03.08]
• [81] Perrenet, Jacob y Adan, Ivo  (2010) The Academic Merits of Modelling in Higher Mathematics Education: A Case Study. Mathematics Education Research Journal, Vol. 22, No. 2 (pp. 121-140) [acc. 2011.01.18]
• [80] Niss, Mogens (2003) The need for reform: Perspectives on the result of education—Students’ competence in mathematics (en “If reform of science education is the answer —what were the questions?” Proceedings from the 3rd. DCN Conference (pp. 29-36), Univ. of Copenhagen, May 2003) [acc. 2011.01.18]
• [79] Gronbaek, Niels and Winslow, Carl (2003) Competencies, version ground floor (en “If reform of science education is the answer —what were the questions?” Proceedings from the 3rd. DCN Conference (pp. 37-50), Univ. of Copenhagen, May 2003) [acc. 2011.01.18]
• [78] Tall, David (2009) The development of mathematical thinking: problem-solving and proof. In celebration of the academic life and inspiration of John Mason. University of Warwick. [acc. 2011.01.12]

2010

• [77] Fung, Maria G. (2010) Writing in a Mathematics Class? A Quick Report on Classroom Practices at the Collegiate Level. Currents in Teaching and Learning, Vol. 2, No. 2, Spring 2010 [acc. 2010.10.15]
• [76| Stacey, Kaye (2007) What is mathematical thinking and why is it important?. University of Melbourne [acc. 2010.09.16]
• [75] Moon, Jenny (2004) Linking Levels, Learning Outcomes and Assessment Criteria. Seminario Tuning, Edimburgo [acc. 2010.08.09]
• [74] Moon, Jenny (2001) Reflection in Higher Education Learning. PDP Working Paper 4. LTSN (Learning and Teaching Support Network) Generic Centre. [acc. 2010.08.09]
• [73] Wagner, Sigrid [editor] (2005) PRIME: PRompt Intervention in Mathematics Education. Ohio Resource Center for Mathematics, Science and Reading and Ohio Department of Education. [acc. 2010.04.29]
• [72] Payne, Ruby K. (2009) How the Environment of Poverty (Having Fewer Resources) Impacts Cognition and Learning. Aha! Process Inc. [acc. 2010.04.07]
• [71] Sfard, Anna y Prusak, Anna (2005) Identity that makes a difference: substantial learning as closing the gap between actual and designated identities. Proceedings of the 29th conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 37-52, Melbourne, Australia [acc. 2010.04.04]
• [70] Callejo, M. L. y Vila A. (2003) Origen y Formación de Creencias sobre la Resolución de Problemas. Estudio de un Grupo de Alumnos que Comienzan la Educación Secundaria. Boletín de la Asociación Matemática Venezolana. Vol. 10, No. 2 (173-194) [acc. 2010.03.29]
• [69] Colignatus, Thomas (2009) Elegance with Substance. MPRA Paper No. 15676 [acc. 2010.03.11]
• [68] Mor, Yishay, Richard Noss (2008) Programming as mathematical narrative. Int. J. Cont. Engineering Education and Life-Long Learning, Vol. 18, No. 2, pp. 214-233 [acc. 2010.03.11]
• [67] Common, D. L. (2008) Conversation for Education: The Tool of Pedagogy in Universities, Research Review, Vol. 1, Issue 1, pp. 66-78 [acc. 2010.02.17]
• [66] Naveira, A. M., Reventós, A. (2009) Nota sobre la vida y obra de L. A. Santaló. Rev. Un. Mat. Argentina, Vol. 50, No. 2, pp. 227-263 [acc. 2010.01.18]
• [65] Vazquez-Gallo, M. J., et al. (2008). Competencias Relacionadas con las Matemáticas en el Marco de la Convergencia Europea. VI Jornadas de Redes de Investigación en Docencia Universitaria, Univ. de Alicante, España [acc. 2010.01.15]
• [64] Kinard, J. T. (2001) Creating Rigorous Mathematical Thinking: A Dynamics that Drives Mathematics and Science Conceptual Development. “Unlocking the Human Potential to Learn” International Conference, Winnipeg, Manitoba, Canada. Nota: ver Patente asociada a RMT [acc. 2010.01.07]

Nota: Las lecturas [1-63] se agregarán próximamente (ver Sitio Respaldo).