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dc.contributor.advisorGuacaneme Suárez, Edgar Albertospa
dc.contributor.authorMorales Rozo, Nataliaspa
dc.date.accessioned2017-10-24T19:54:30Z
dc.date.accessioned2017-12-12T21:23:07Z
dc.date.available2017-10-24T19:54:30Z
dc.date.available2017-12-12T21:23:07Z
dc.date.issued2016
dc.identifier.otherTO-19339
dc.identifier.urihttp://hdl.handle.net/20.500.12209/225
dc.description.abstractEsta investigación tiene como propósito analizar algunos referentes teóricos sobre la Filosofía de las Matemáticas (FM) y el conocimiento del profesor de Matemáticas (CPM), con el fin de presentar evidencias de la articulación e integración de la FM en los modelos del CPM en función del quehacer docente, particularmente el sugerido por Stacey (2008). Por lo anterior, se sistematizan y describen los planteamientos de algunas fuentes bibliográficas referentes a la FM y a los modelos del CPM con la intención de aportar información sobre la relación que hay entre la Didáctica de las Matemáticas (DM), la FM, y el CPM.spa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.language.isospa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacionalspa
dc.sourceinstname:Universidad Pedagógica Nacionalspa
dc.subjectConocimiento del profesor matemáticasspa
dc.titleLa filosofía de las Matemáticas en el conocimiento del profesor de Matemáticas.spa
dc.typeinfo:eu-repo/semantics/bachelorThesisspa
dc.publisher.programMaestría en Docencia de la Matemáticaspa
dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.relation.referencesAghadiuno, M. C. K. (1992). Mathematics: History, Philosophy and Applications to Science. International Journal of Mathematical Education in Science and Technology, 23(5), 683–690. doi:10.1080/0020739920230506spa
dc.relation.referencesArmendáriz, M., Azcárate, C., & Deulofeu, J. (1993). Didáctica de las Matemáticas y Psicología. Revista Infancia y Aprendizaje, 62–63, 77–99.spa
dc.relation.referencesBarbin, E. (2008). Dialogism in Mathematical Writing: Historical, Philosophical and Pedagogica, Issues. In The HPM Satellite Meeting of ICME 11. Ciudad de México.spa
dc.relation.referencesBkouche, R. (1997). Epistémologie, Histoire et Enseignement des Mathématiques. For the Learning of Mathematics, 17(1), 34–42spa
dc.relation.referencesBoden, M. A. (1994). What is Creativity? In Boden (ed.) Dimensions of Creativity. London: MIT.spa
dc.relation.referencesBrousseau, G. (1986) Fondements et méthodes de la didactique des mathématiques. Recherches en Didactique des mathématiques. 7 (2), 33-115.spa
dc.relation.referencesBrown, G. (1991). Integrating the History and Philosophy of Math into Core Curriculum Math Courses from a Cultural and Humanistic Viewpoint. For the Learning of Mathematics, 11(2), 13–14.spa
dc.relation.referencesChassapis, D. (2007). Integrating the Philosophy of Mathematics in Teacher Training Courses. En K. François, & J. V. Bendegem, Philosophical Dimensions in Mathematics Education (págs. 61- 79). New York: Springer.spa
dc.relation.referencesChevallard, Y. (1985) La transposition didactique, du savoir savant au savoir enseigné. Grenoble: la Penseé Sauvage.spa
dc.relation.referencesColyvan, M. (2011). An introduction to the Philosophy of Mathematics. Australia: Cambridge University Press. doi:10.1017/CBO9781139033107.spa
dc.relation.referencesCooney, T. J. y Wiegel, H. G. (2003). Examining the mathematics in mathematics teacher education. En, A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick y F. K. S. Leung (eds.), Second International Handbook of Mathematics Education (pp. 795-828). Dordrech: Kluwer A. P.spa
dc.relation.referencesD´Amore, B. (1999) Il ruolo essenziale ed insostituibile delle didattiche disciplinari nella costruzione della conoscenza nell´educazione. Pitagora Notizie. 4 (2).spa
dc.relation.referencesda Ponte, J. P. (2012). Estudando o conhecimento e o desenvolvimento profissional do professor de matemática. En N. Planas (Ed.), Teoría, critica y práctica de la educación matemática (pp. 83- 98). Barcelona: Graó.spa
dc.relation.referencesDeVidi, D., Hallett, M., & Clark, P. (2011). Logic, Mathematics, Philosophy: Vintage enthusiasmsessays in honour of John L. Bell. Springer.spa
dc.relation.referencesElbaz, F. (1983) Teacher thinking. A study of practical knowledge. London: Crom Helm.spa
dc.relation.referencesErnest, P. (1991). The Philosophy of Mathematics Education. Great Britain: The Falmer Press.spa
dc.relation.referencesFennema, E. & Franke, L. M. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147–164). New York, NY: Macmillan.spa
dc.relation.referencesFrançois, K., & Bendegem, J. (2007). Philosophical dimensions in Mathematics Education. New York: Springer.spa
dc.relation.referencesFriend, M. (2007). Introducing Philosophy of Mathematics.spa
dc.relation.referencesGascón, J. (1998). Evolución de la Didáctica de las Matemáticas como Disciplina Científica. Recherches en Didactique des Mathématiques, 18/1(52), 7 – 33.spa
dc.relation.referencesGodino, J. (1991). Hacia una teoría de la Didáctica de la Matemática. In A. Gutierrez (Ed.) Área de conocimiento: Didáctica de la Matemática (pp. 105–148). Madrid: Síntesisspa
dc.relation.referencesGodino, J. (2009). Presente y Futuro de la Investigación en Didáctica de las Matemáticas. Educação Matemática (19).spa
dc.relation.referencesHanna, G., Niels, H., & Pulte, H. (2010). Explanation and proof in Mathematics. Philosophical and educational perspectives. New York: Springer.spa
dc.relation.referencesHellman, G. (1989). Mathematics without numbers: Towards a modal-structural interpretation. Oxford: Clarendon Press.spa
dc.relation.referencesHigginson, W. (1980). On the foundations of mathematics education. For the Learning of Mathematics 1(2), 3-7.spa
dc.relation.referencesHill, H. C., Ball, D. L. & Schilling, S. G. (2008). Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers’ Topic-Specific Knowledge of Students. Journal for Research in Mathematics Education, 39(4), 372-400.spa
dc.relation.referencesJankvist, U. T., & Iversen, S. M. (2014). “Whys” and “Hows” of Using Philosophy in Mathematics Education. Science & Education, 23(1), 205–222. doi:10.1007/s11191-013-9616-3.spa
dc.relation.referencesLave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.spa
dc.relation.referencesLerman, S. (2000). The social turn in mathematics education research. En J. Boaler, Multiple perspectives on mathematics teaching and learning (págs. 19-44). Westport: Ablex Publishing.spa
dc.relation.referencesMancosu, P. (2008). The Philosophy of mathematical practice.spa
dc.relation.referencesMiles, M., & Huberman, M. (1994) An Expanded Sourcebook Qualitative Data Analysis. SAGE Publications.spa
dc.relation.referencesPeirce, C. S. (2010). Philosophy of Mathematics. Indiana University Press.spa
dc.relation.referencesPinto, M. (1989). Introducción al análisis documental y sus niveles: El análisis de contenido. Anabad. XXXIX, 2.spa
dc.relation.referencesRowland, T., Huckstep, P. & Thwaites, A. (2005). Elementary teachers’ mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255–281. doi:10.1007/s10857-005-0853-5.spa
dc.relation.referencesRuiz, Á. (1987). Algunas implicaciones de la Filosofía y la Historia de las Matemáticas en su enseñanza. Revista de Educación, 11, 7–19.spa
dc.relation.referencesRuiz, Á. (2003). Historia y Filosofía de las Matemáticas.spa
dc.relation.referencesRussell, B. (1919). Introduction to Mathematical Philosophy. London: George Allen and Unwin.spa
dc.relation.referencesSánchez, M. (2011). A review of research trends in mathematics teacher education. PNA, 5(4), 129- 145.spa
dc.relation.referencesSfard, A. (1991). On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1–36.spa
dc.relation.referencesShulman, L. S. (1986). Those Who Understand: Knowledge growth in Teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004.spa
dc.relation.referencesSierpinska, A., & Lerman, S. (1996). Epistemologies of Mathematics and of Mathematics Education. En A. Bishop, & M. Clements, International Handbook of Mathematics Education (págs. 827- 876). Springer.spa
dc.relation.referencesSotos, M. (1993). Didáctica de las Matemáticas. Revista de la Facultad de Educación de Albacete, 173-192.spa
dc.relation.referencesStacey, K. (2008). Mathematics for secondary teaching. Four components of discipline knowledge for a changing teacher workforce. In P. Sullivan & T. Wood (Eds.) The international handbook of mathematics teacher education. Knowledge and beliefs in mathematics teaching and teaching development (pp. 87–113). Sense Publishers.spa
dc.relation.referencesSteinbring, H. (1991), The Concept of Chance in Everyday Teaching: Aspects of a Social Epistemology of Mathematical Knowledge. Educational Studies in Mathematics 22, 503-522.spa
dc.relation.referencesSteiner (1987) Philosophical and epistemological aspects of mathematics and their interaction with theory and practice in mathematics education. For the Learning of Mathematics. 7(1). pp. 7- 13.spa
dc.relation.referencesValero, P. (2012). La educación matemática como una red de prácticas sociales. En P. Valero, O. Skovmose (eds). Educación Matemática Crítica. Bogotá: Universidad de los Andes, 299-327.spa
dc.relation.referencesZalamea, F. (2009). Filosofía sintética de las Matemáticas contemporáneas.spa
dc.relation.referencesAghadiuno, M. C. K. (1992). Mathematics: History, Philosophy and Applications to Science. International Journal of Mathematical Education in Science and Technology, 23(5), 683–690. doi:10.1080/0020739920230506spa
dc.relation.referencesArmendáriz, M., Azcárate, C., & Deulofeu, J. (1993). Didáctica de las Matemáticas y Psicología. Revista Infancia y Aprendizaje, 62–63, 77–99.spa
dc.relation.referencesBarbin, E. (2008). Dialogism in Mathematical Writing: Historical, Philosophical and Pedagogica, Issues. In The HPM Satellite Meeting of ICME 11. Ciudad de México.spa
dc.relation.referencesBkouche, R. (1997). Epistémologie, Histoire et Enseignement des Mathématiques. For the Learning of Mathematics, 17(1), 34–42.spa
dc.relation.referencesBoden, M. A. (1994). What is Creativity? In Boden (ed.) Dimensions of Creativity. London: MIT.spa
dc.relation.referencesBrousseau, G. (1986) Fondements et méthodes de la didactique des mathématiques. Recherches en Didactique des mathématiques. 7 (2), 33-115.spa
dc.relation.referencesBrown, G. (1991). Integrating the History and Philosophy of Math into Core Curriculum Math Courses from a Cultural and Humanistic Viewpoint. For the Learning of Mathematics, 11(2), 13–14.spa
dc.relation.referencesChassapis, D. (2007). Integrating the Philosophy of Mathematics in Teacher Training Courses. En K. François, & J. V. Bendegem, Philosophical Dimensions in Mathematics Education (págs. 61- 79). New York: Springer.spa
dc.relation.referencesChevallard, Y. (1985) La transposition didactique, du savoir savant au savoir enseigné. Grenoble: la Penseé Sauvage.spa
dc.relation.referencesColyvan, M. (2011). An introduction to the Philosophy of Mathematics. Australia: Cambridge University Press. doi:10.1017/CBO9781139033107.spa
dc.relation.referencesCooney, T. J. y Wiegel, H. G. (2003). Examining the mathematics in mathematics teacher education. En, A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick y F. K. S. Leung (eds.), Second International Handbook of Mathematics Education (pp. 795-828). Dordrech: Kluwer A. P.spa
dc.relation.referencesD´Amore, B. (1999) Il ruolo essenziale ed insostituibile delle didattiche disciplinari nella costruzione della conoscenza nell´educazione. Pitagora Notizie. 4 (2).spa
dc.relation.referencesda Ponte, J. P. (2012). Estudando o conhecimento e o desenvolvimento profissional do professor de matemática. En N. Planas (Ed.), Teoría, critica y práctica de la educación matemática (pp. 83- 98). Barcelona: Graó.spa
dc.relation.referencesDeVidi, D., Hallett, M., & Clark, P. (2011). Logic, Mathematics, Philosophy: Vintage enthusiasmsessays in honour of John L. Bell. Springer.spa
dc.relation.referencesElbaz, F. (1983) Teacher thinking. A study of practical knowledge. London: Crom Helm.Elbaz, F. (1983) Teacher thinking. A study of practical knowledge. London: Crom Helm.spa
dc.relation.referencesErnest, P. (1991). The Philosophy of Mathematics Education. Great Britain: The Falmer Press.spa
dc.relation.referencesFennema, E. & Franke, L. M. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 147–164). New York, NY: Macmillan.spa
dc.relation.referencesFrançois, K., & Bendegem, J. (2007). Philosophical dimensions in Mathematics Education. New York: Springer.spa
dc.relation.referencesFriend, M. (2007). Introducing Philosophy of Mathematics.spa
dc.relation.referencesGascón, J. (1998). Evolución de la Didáctica de las Matemáticas como Disciplina Científica. Recherches en Didactique des Mathématiques, 18/1(52), 7 – 33.spa
dc.relation.referencesGodino, J. (1991). Hacia una teoría de la Didáctica de la Matemática. In A. Gutierrez (Ed.) Área de conocimiento: Didáctica de la Matemática (pp. 105–148). Madrid: Síntesis.spa
dc.relation.referencesGodino, J. (2009). Presente y Futuro de la Investigación en Didáctica de las Matemáticas. Educação Matemática (19).spa
dc.relation.referencesHanna, G., Niels, H., & Pulte, H. (2010). Explanation and proof in Mathematics. Philosophical and educational perspectives. New York: Springer.spa
dc.relation.referencesHellman, G. (1989). Mathematics without numbers: Towards a modal-structural interpretation. Oxford: Clarendon Press.spa
dc.relation.referencesHigginson, W. (1980). On the foundations of mathematics education. For the Learning of Mathematics 1(2), 3-7.spa
dc.relation.referencesHill, H. C., Ball, D. L. & Schilling, S. G. (2008). Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers’ Topic-Specific Knowledge of Students. Journal for Research in Mathematics Education, 39(4), 372-400.spa
dc.relation.referencesJankvist, U. T., & Iversen, S. M. (2014). “Whys” and “Hows” of Using Philosophy in Mathematics Education. Science & Education, 23(1), 205–222. doi:10.1007/s11191-013-9616-3.spa
dc.relation.referencesLave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.spa
dc.relation.referencesLerman, S. (2000). The social turn in mathematics education research. En J. Boaler, Multiple perspectives on mathematics teaching and learning (págs. 19-44). Westport: Ablex Publishing.spa
dc.relation.referencesMancosu, P. (2008). The Philosophy of mathematical practicespa
dc.relation.referencesMiles, M., & Huberman, M. (1994) An Expanded Sourcebook Qualitative Data Analysis. SAGE Publications.spa
dc.relation.referencesPeirce, C. S. (2010). Philosophy of Mathematics. Indiana University Press.spa
dc.relation.referencesPinto, M. (1989). Introducción al análisis documental y sus niveles: El análisis de contenido. Anabad. XXXIX, 2.spa
dc.relation.referencesRowland, T., Huckstep, P. & Thwaites, A. (2005). Elementary teachers’ mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255–281. doi:10.1007/s10857-005-0853-5.spa
dc.relation.referencesRuiz, Á. (1987). Algunas implicaciones de la Filosofía y la Historia de las Matemáticas en su enseñanza. Revista de Educación, 11, 7–19.spa
dc.relation.referencesRuiz, Á. (2003). Historia y Filosofía de las Matemáticas.spa
dc.relation.referencesRussell, B. (1919). Introduction to Mathematical Philosophy. London: George Allen and Unwin.spa
dc.relation.referencesSánchez, M. (2011). A review of research trends in mathematics teacher education. PNA, 5(4), 129- 145. Sfard, A. (1991).spa
dc.relation.referencesSfard, A. (1991). On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics, 22, 1–36.spa
dc.relation.referencesShapiro, S. (2005). The Oxford Handbook of Philosophy of Mathematics and Logic. Oxford University Press.spa
dc.relation.referencesShulman, L. S. (1986). Those Who Understand: Knowledge growth in Teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004.spa
dc.relation.referencesSierpinska, A., & Lerman, S. (1996). Epistemologies of Mathematics and of Mathematics Education. En A. Bishop, & M. Clements, International Handbook of Mathematics Education (págs. 827- 876). Springer.spa
dc.relation.referencesSotos, M. (1993). Didáctica de las Matemáticas. Revista de la Facultad de Educación de Albacete, 173-192.spa
dc.relation.referencesStacey, K. (2008). Mathematics for secondary teaching. Four components of discipline knowledge for a changing teacher workforce. In P. Sullivan & T. Wood (Eds.) The international handbook of mathematics teacher education. Knowledge and beliefs in mathematics teaching and teaching development (pp. 87–113). Sense Publishers.spa
dc.relation.referencesSteinbring, H. (1991), The Concept of Chance in Everyday Teaching: Aspects of a Social Epistemology of Mathematical Knowledge. Educational Studies in Mathematics 22, 503-522.spa
dc.relation.referencesSteiner (1987) Philosophical and epistemological aspects of mathematics and their interaction with theory and practice in mathematics education. For the Learning of Mathematics. 7(1). pp. 7- 13.spa
dc.relation.referencesValero, P. (2012). La educación matemática como una red de prácticas sociales. En P. Valero, O. Skovmose (eds). Educación Matemática Crítica. Bogotá: Universidad de los Andes, 299-327.spa
dc.relation.referencesZalamea, F. (2009). Filosofía sintética de las Matemáticas contemporáneas.spa
dc.publisher.facultyFacultad de Ciencia y Tecnologíaspa
dc.type.localTesis/Trabajo de grado - Monografía - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdcceng
dc.description.degreenameMagister en Docencia de la Matemáticaspa
dc.description.degreelevelMaestríaspa
dc.type.driverinfo:eu-repo/semantics/masterThesiseng
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.suject.lembFilosofía de las matemáticasspa
dc.suject.lembConocimiento - Docentespa
dc.suject.lembDidáctica de las matemáticasspa
dc.suject.lembAnálisis documentalspa
dc.type.versioninfo:eu-repo/semantics/acceptedVersioneng
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaeng
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International


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