La filosofía de las Matemáticas en el conocimiento del profesor de Matemáticas.

Morales Rozo, Natalia

dc.contributor.advisor	Guacaneme Suárez, Edgar Alberto	spa
dc.contributor.author	Morales Rozo, Natalia	spa
dc.date.accessioned	2017-10-24T19:54:30Z
dc.date.accessioned	2017-12-12T21:23:07Z
dc.date.available	2017-10-24T19:54:30Z
dc.date.available	2017-12-12T21:23:07Z
dc.date.issued	2016
dc.identifier.other	TO-19339
dc.identifier.uri	http://hdl.handle.net/20.500.12209/225
dc.description.abstract	Esta 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.format	PDF	spa
dc.format.mimetype	application/pdf	spa
dc.language.iso	spa
dc.publisher	Universidad Pedagógica Nacional	spa
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Conocimiento del profesor de matemáticas	spa
dc.title	La filosofía de las Matemáticas en el conocimiento del profesor de Matemáticas.	spa
dc.publisher.program	Maestría en Docencia de la Matemática	spa
dc.rights.access	Acceso abierto	spa
dc.type.hasVersion	info:eu-repo/semantics/acceptedVersion
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http://purl.org/coar/access_right/c_abf2
dc.relation.references	Aghadiuno, 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:10.1080/0020739920230506
dc.relation.references	Armendáriz, M., Azcárate, C., & Deulofeu, J. (1993). Didáctica de las Matemáticas y Psicología. Revista Infancia y Aprendizaje, 62–63, 77–99.
dc.relation.references	Barbin, E. (2008). Dialogism in Mathematical Writing: Historical, Philosophical and Pedagogica, Issues. In The HPM Satellite Meeting of ICME 11. Ciudad de México.
dc.relation.references	Bkouche, R. (1997). Epistémologie, Histoire et Enseignement des Mathématiques. For the Learning of Mathematics, 17(1), 34–42
dc.relation.references	Boden, M. A. (1994). What is Creativity? In Boden (ed.) Dimensions of Creativity. London: MIT.
dc.relation.references	Brousseau, G. (1986) Fondements et méthodes de la didactique des mathématiques. Recherches en Didactique des mathématiques. 7 (2), 33-115.
dc.relation.references	Brown, 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.
dc.relation.references	Chassapis, 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.
dc.relation.references	Chevallard, Y. (1985) La transposition didactique, du savoir savant au savoir enseigné. Grenoble: la Penseé Sauvage.
dc.relation.references	Colyvan, M. (2011). An introduction to the Philosophy of Mathematics. Australia: Cambridge University Press. doi:10.1017/CBO9781139033107.
dc.relation.references	Cooney, 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.
dc.relation.references	D´Amore, B. (1999) Il ruolo essenziale ed insostituibile delle didattiche disciplinari nella costruzione della conoscenza nell´educazione. Pitagora Notizie. 4 (2).
dc.relation.references	da 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.
dc.relation.references	DeVidi, D., Hallett, M., & Clark, P. (2011). Logic, Mathematics, Philosophy: Vintage enthusiasmsessays in honour of John L. Bell. Springer.
dc.relation.references	Elbaz, F. (1983) Teacher thinking. A study of practical knowledge. London: Crom Helm.
dc.relation.references	Ernest, P. (1991). The Philosophy of Mathematics Education. Great Britain: The Falmer Press.
dc.relation.references	Fennema, 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.
dc.relation.references	François, K., & Bendegem, J. (2007). Philosophical dimensions in Mathematics Education. New York: Springer.
dc.relation.references	Friend, M. (2007). Introducing Philosophy of Mathematics.
dc.relation.references	Gascón, J. (1998). Evolución de la Didáctica de las Matemáticas como Disciplina Científica. Recherches en Didactique des Mathématiques, 18/1(52), 7 – 33.
dc.relation.references	Godino, 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
dc.relation.references	Godino, J. (2009). Presente y Futuro de la Investigación en Didáctica de las Matemáticas. Educação Matemática (19).
dc.relation.references	Hanna, G., Niels, H., & Pulte, H. (2010). Explanation and proof in Mathematics. Philosophical and educational perspectives. New York: Springer.
dc.relation.references	Hellman, G. (1989). Mathematics without numbers: Towards a modal-structural interpretation. Oxford: Clarendon Press.
dc.relation.references	Higginson, W. (1980). On the foundations of mathematics education. For the Learning of Mathematics 1(2), 3-7.
dc.relation.references	Hill, 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.
dc.relation.references	Jankvist, 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.
dc.relation.references	Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.
dc.relation.references	Lerman, 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.
dc.relation.references	Mancosu, P. (2008). The Philosophy of mathematical practice.
dc.relation.references	Miles, M., & Huberman, M. (1994) An Expanded Sourcebook Qualitative Data Analysis. SAGE Publications.
dc.relation.references	Peirce, C. S. (2010). Philosophy of Mathematics. Indiana University Press.
dc.relation.references	Pinto, M. (1989). Introducción al análisis documental y sus niveles: El análisis de contenido. Anabad. XXXIX, 2.
dc.relation.references	Rowland, 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.
dc.relation.references	Ruiz, Á. (1987). Algunas implicaciones de la Filosofía y la Historia de las Matemáticas en su enseñanza. Revista de Educación, 11, 7–19.
dc.relation.references	Ruiz, Á. (2003). Historia y Filosofía de las Matemáticas.
dc.relation.references	Russell, B. (1919). Introduction to Mathematical Philosophy. London: George Allen and Unwin.
dc.relation.references	Sánchez, M. (2011). A review of research trends in mathematics teacher education. PNA, 5(4), 129- 145.
dc.relation.references	Sfard, 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.
dc.relation.references	Shulman, L. S. (1986). Those Who Understand: Knowledge growth in Teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004.
dc.relation.references	Sierpinska, 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.
dc.relation.references	Sotos, M. (1993). Didáctica de las Matemáticas. Revista de la Facultad de Educación de Albacete, 173-192.
dc.relation.references	Stacey, 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.
dc.relation.references	Steinbring, H. (1991), The Concept of Chance in Everyday Teaching: Aspects of a Social Epistemology of Mathematical Knowledge. Educational Studies in Mathematics 22, 503-522.
dc.relation.references	Steiner (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.
dc.relation.references	Valero, 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.
dc.relation.references	Zalamea, F. (2009). Filosofía sintética de las Matemáticas contemporáneas.
dc.relation.references	Aghadiuno, 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:10.1080/0020739920230506
dc.relation.references	Armendáriz, M., Azcárate, C., & Deulofeu, J. (1993). Didáctica de las Matemáticas y Psicología. Revista Infancia y Aprendizaje, 62–63, 77–99.
dc.relation.references	Barbin, E. (2008). Dialogism in Mathematical Writing: Historical, Philosophical and Pedagogica, Issues. In The HPM Satellite Meeting of ICME 11. Ciudad de México.
dc.relation.references	Bkouche, R. (1997). Epistémologie, Histoire et Enseignement des Mathématiques. For the Learning of Mathematics, 17(1), 34–42.
dc.relation.references	Boden, M. A. (1994). What is Creativity? In Boden (ed.) Dimensions of Creativity. London: MIT.
dc.relation.references	Brousseau, G. (1986) Fondements et méthodes de la didactique des mathématiques. Recherches en Didactique des mathématiques. 7 (2), 33-115.
dc.relation.references	Brown, 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.
dc.relation.references	Chassapis, 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.
dc.relation.references	Chevallard, Y. (1985) La transposition didactique, du savoir savant au savoir enseigné. Grenoble: la Penseé Sauvage.
dc.relation.references	Colyvan, M. (2011). An introduction to the Philosophy of Mathematics. Australia: Cambridge University Press. doi:10.1017/CBO9781139033107.
dc.relation.references	Cooney, 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.
dc.relation.references	D´Amore, B. (1999) Il ruolo essenziale ed insostituibile delle didattiche disciplinari nella costruzione della conoscenza nell´educazione. Pitagora Notizie. 4 (2).
dc.relation.references	da 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.
dc.relation.references	DeVidi, D., Hallett, M., & Clark, P. (2011). Logic, Mathematics, Philosophy: Vintage enthusiasmsessays in honour of John L. Bell. Springer.
dc.relation.references	Elbaz, 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.
dc.relation.references	Ernest, P. (1991). The Philosophy of Mathematics Education. Great Britain: The Falmer Press.
dc.relation.references	Fennema, 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.
dc.relation.references	François, K., & Bendegem, J. (2007). Philosophical dimensions in Mathematics Education. New York: Springer.
dc.relation.references	Friend, M. (2007). Introducing Philosophy of Mathematics.
dc.relation.references	Gascón, J. (1998). Evolución de la Didáctica de las Matemáticas como Disciplina Científica. Recherches en Didactique des Mathématiques, 18/1(52), 7 – 33.
dc.relation.references	Godino, 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.
dc.relation.references	Godino, J. (2009). Presente y Futuro de la Investigación en Didáctica de las Matemáticas. Educação Matemática (19).
dc.relation.references	Hanna, G., Niels, H., & Pulte, H. (2010). Explanation and proof in Mathematics. Philosophical and educational perspectives. New York: Springer.
dc.relation.references	Hellman, G. (1989). Mathematics without numbers: Towards a modal-structural interpretation. Oxford: Clarendon Press.
dc.relation.references	Higginson, W. (1980). On the foundations of mathematics education. For the Learning of Mathematics 1(2), 3-7.
dc.relation.references	Hill, 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.
dc.relation.references	Jankvist, 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.
dc.relation.references	Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.
dc.relation.references	Lerman, 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.
dc.relation.references	Mancosu, P. (2008). The Philosophy of mathematical practice
dc.relation.references	Miles, M., & Huberman, M. (1994) An Expanded Sourcebook Qualitative Data Analysis. SAGE Publications.
dc.relation.references	Peirce, C. S. (2010). Philosophy of Mathematics. Indiana University Press.
dc.relation.references	Pinto, M. (1989). Introducción al análisis documental y sus niveles: El análisis de contenido. Anabad. XXXIX, 2.
dc.relation.references	Rowland, 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.
dc.relation.references	Ruiz, Á. (1987). Algunas implicaciones de la Filosofía y la Historia de las Matemáticas en su enseñanza. Revista de Educación, 11, 7–19.
dc.relation.references	Ruiz, Á. (2003). Historia y Filosofía de las Matemáticas.
dc.relation.references	Russell, B. (1919). Introduction to Mathematical Philosophy. London: George Allen and Unwin.
dc.relation.references	Sánchez, M. (2011). A review of research trends in mathematics teacher education. PNA, 5(4), 129- 145. Sfard, A. (1991).
dc.relation.references	Sfard, 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.
dc.relation.references	Shapiro, S. (2005). The Oxford Handbook of Philosophy of Mathematics and Logic. Oxford University Press.
dc.relation.references	Shulman, L. S. (1986). Those Who Understand: Knowledge growth in Teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004.
dc.relation.references	Sierpinska, 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.
dc.relation.references	Sotos, M. (1993). Didáctica de las Matemáticas. Revista de la Facultad de Educación de Albacete, 173-192.
dc.relation.references	Stacey, 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.
dc.relation.references	Steinbring, H. (1991), The Concept of Chance in Everyday Teaching: Aspects of a Social Epistemology of Mathematical Knowledge. Educational Studies in Mathematics 22, 503-522.
dc.relation.references	Steiner (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.
dc.relation.references	Valero, 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.
dc.relation.references	Zalamea, F. (2009). Filosofía sintética de las Matemáticas contemporáneas.
dc.publisher.faculty	Facultad de Ciencia y Tecnología	spa
dc.type.local	Tesis/Trabajo de grado - Monografía - Maestría	spa
dc.type.coar	http://purl.org/coar/resource_type/c_bdcc	eng
dc.description.degreename	Magister en Docencia de la Matemática	spa
dc.description.degreelevel	Maestría	spa
dc.type.driver	info:eu-repo/semantics/masterThesis	eng
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.reponame	reponame: Repositorio Institucional UPN	spa
dc.identifier.repourl	repourl: http://repositorio.pedagogica.edu.co/
dc.subject.lemb	Filosofía de las matemáticas	spa
dc.subject.lemb	Conocimiento - Docente	spa
dc.subject.lemb	Didáctica de las matemáticas	spa
dc.subject.lemb	Análisis documental	spa
dc.type.version	info:eu-repo/semantics/acceptedVersion
dc.type.version	http://purl.org/coar/version/c_ab4af688f83e57aa
dc.rights.creativecommons	Attribution-NonCommercial-NoDerivatives 4.0 International