Bibliografía

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  1. American Association of University Women (1998). Gender gaps: where schools still fail our children. Washington, DC, AAUW.
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  9. Carpenter, T.P. et al. (1989). “Using knowledge of children’s mathematics thinking in classroom teaching: an experimental study”, en American educational research journal (Washington, DC), vol. 26, p. 499-531.
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  21. Fennema, E.; Carpenter, T.P. y Peterson, P.L. (1989). “Learning mathematics with understanding: cognitively guided instruction”, en Brophy, J., ed. Advances in research on teaching, p. 195-221. Greenwich,CT, JAI Press.
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  25. Flores, A. y McLeod, D.B. (1990). Calculus for middle school teachers using computers and graphing calculators. Paper presented at the Third Annual Conference on Technology in Collegiate Mathematics, Columbus, OH.
  26. Fuson, K.C. (1992). “Research on whole number addition and subtraction”, en Grouws, D.A., ed. Handbook of research on mathematics teaching and learning, p. 243-75. New York, Macmillan.
  27. Fuson, K.C. y Briars, D.J. (1990). “Using a base-ten blocks learning/teaching approach for first- and second-grade place-value and multidigit addition and subtraction”, en Journal for research in mathematics education (Reston, VA), vol. 21, p. 180-206.
  28. Giamati, C.M. (1991). The effect of graphing calculator use on students understanding of variations of their graphs, tesis doctoral, University of Michigan. Dissertation abstracts international, vol. 52, 103A (University Microfilms No. AAC 9116100).
  29. Good, T.L.; Grouws, D.A. y Ebmeier, H. (1983). Active mathematics teaching. New York, Longman.
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  33. Harvey, J.G. (1993). Effectiveness of graphing technology in a precalculus course: the 1988-89 field test of the C3PC materials. Paper presented at the Technology in Mathematics Teaching Conference, Birmingham, UK.
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Recursos adicionales
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