Formación matemática

Formación matemática: reflexiones y recursos directos (y contextuales) al diseño curricular de un programa en matemáticas, nivel licenciatura. Se incluyen también algunos aspectos sobre desarrollo matemático profesional (ver p. j. Halmos (1970, 1974)

[rev. 2020.08.29]

Referencias preliminares:

  1. Andrews, Paul; Hatch, Gillian (2001) Hungary and Its Characteristic Pedagogical Flow. In Winter, J. (Ed.) Proceedings of BCME5. [acc. 2020.07.27]
  2. Byers, B. (1984) ⇒Dilemmas in Teaching and Learning Mathematics. For The Learning of Mathematics 4:1 [acc. 2015.05.29]
  3. Doorman, Michiel et al. (2007) Problem solving as a challenge for mathematics education in The Netherlands.  ZDM Mathematics Education. {2020.06.13}
  4. Earl, Richard; et al. (2014) How do undergraduates do mathematics? A guide to studying mathematics at Oxford University. [2020.07.29]
  5. Gerovitch, Slava (2016) Creative Discomfort: The Culture of the Gelfand Seminar at Moscow University. In B. Larvor (ed.), Mathematical Cultures, Trends in the History of Science, pp. 51-70. Springer. {acc. 2019.12.26} [extra: Mathematics as an adequate language, por Israel Gelfand]
  6. Halmos, Paul R. (1970) Cómo escribir matemáticas. {Biblioteca Digital del ILCE. Título original: How to write Mathematics. © De la traducción: Emilio Méndez Pinto. Publicado originalmente en L’ Enseignement Mathématique, Vol. 16, Fasc. 2, 123-152} (También publicado por AMS, 1973) [2020.08.29]
  7. Halmos, Paul R. (1974) ¿Cómo hablar matemáticas?. {Traducción Jackeline Cupitra Gómez. Título original: How to talk mathematics, AMS Notices 21 (1974), 155–158} [2020.08.29]
  8. Henrich, Allison K. et al. (2019) Living Proof: Stories of Resilience Along the Mathematical Journey.  AMS-MAA. @08.17
  9. Klymchuk, Sergiy; Susan Staples (2013) ⇒Paradoxes and Sophisms in Calculus. Classroom Resource Materials. MAA {From: STEM-TEC, A multidisciplinary centre of AUT University} [acc. 2015.07.02]
  10. MacDonald, Rita; et al. (2014) Doing and Talking Mathematics: A Teacher’s Guide to Meaning-Making with
    English Learners. [acc. 2020.07.29]
  11. Siegel, M. et al. (2015) ⇒2015 CUPM Curriculum Guide Steering Committee, MAA. [acc. 2015.03.21]
  12. Steen, L. A. et al. (1990) ⇒Challenges for College Mathematics: An Agenda for the Next Decade. [acc. 2015.03.21]
  13. Steen, L. A. (1992) ⇒Heeding the Call for Change: Suggestions for Curricular Action. MAA [acc. 2015.03.21]
  14. Streefland, Leen; van den Heuvel-Panhuizen, Marja (1999) Uncertainty, a Methapor for Mathematics Education? {2020.06.13}
  15. Wagener, L. L. (2010) ⇒Affective Socialization Processes in Mathematics Doctoral Study: Gaining Insight from Successful Students. UT [acc. 2015.05.29]
  16. [Wageningen] (c. 2019) ⇒WGS Guide for Supervisors [of PhD Projects]. Wageningen University & Research. (ver también: Rules and Regulations for PhD Candidates.) {2019.10.11}
  17. Webb, D. C. (2009) Designing Professional Development for Assessment. (⇒PDF) Educational Designer, 1(2). {2019.10.16}
  18. Weiss, M. K. (2009) ⇒Mathematical Sense, Mathematical Sensibility: the role of the secondary geometry course in teaching students to be like mathematicians. UM [acc. 2015.05.29]
  19. Yackel, Erna (2001) Explanation, justification and argumentation in mathematics classrooms.  PME25. {2020.06.13}
  20. Zahner, William C. (2011) How to do math with words: Learning algebra through peer discussions. Doctoral dissertation. University of California, Santa Cruz. [2020.07.29]

Referencias selectas para diseño curricular contextual:

  1. AMATYC: Beyond crossroads. { Chap. 6 Curriculum and program developmentChap. 7 Intruction }

  2. Mass.gov: Science physics high school curriculum map.

  3. Saxe, K. & Braddy, L. (2015) A Common Vision for Undergraduate Mathematical Sciences Programs in 2025, MAA.

  4. Zwiers, J. et al. (2017) Principles for the Design of Mathematics Curricula: Promoting Language and Content Development. Stanford Graduate School of Education. {2019.10.11}