Pensamiento numérico y algebraico e Historia de las Matemáticas y Educación Matemática

  1. Lupiáñez, José Luis 1
  2. Puig, Luis 2
  3. González-Calero, José Antonio 3
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  3. 3 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

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Journal:
Ensayos: Revista de la Facultad de Educación de Albacete

ISSN: 2171-9098,  0214-4824

Year of publication: 2015

Issue Title: Investigaciones en Pensamiento Numérico y Algebraico e Historia de las Matemáticas y Educación Matemática.

Volume: 30

Issue: 1

Pages: 1-7

Type: Article

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More publications in: Ensayos: Revista de la Facultad de Educación de Albacete

Abstract

The incorporation of Spanish Society for Research in Mathematics Education (SEIEM) brought about the creation and consolidation of several specialized research groups. These groups have continously tackling problems related to Mathematics Education. Two of these groups are “Numerical and Algebraic Thinking” and “History of Mathematics and Mathematics Education”. Focused in these two topics, in this issue we show some of the research reports presented in a scientific meeting held in Albacete in 2015.

Bibliographic References

  • Mason, J. (2002). Researching your own practice. The discipline of noticing. London: Routledge Falmer.
  • Puig, L. (2011). Researching the History of Algebraic Ideas from an Educational Point of View. In V. Katz and C. Tzanakis (Eds.) Recent Developments on Introducing a Historical Dimension in Mathematics Education (pp. 29‐42). Washington, DC: The Mathematical Association of America
  • Rico, L. y Lupiáñez, J. L. (2008). Competencias matemáticas desde una perspectiva curricular. Madrid: Alianza Editorial.
  • Sherin, M. G., Jacobs, V. R. y Philipp, R. A. (eds) (2010), Mathematics teacher noticing: Seeing through teachers' eyes. New York: Routledge.
  • Steffe, L. y Olive, J. (2012). Childrens’ Fractional Knowledge. London: Springer.
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