The impact of beliefs in student's learning: An investigation with students of two different contexts

International Journal of Mathematical Education in Science and Technology

Volumn 34, Issue 2, 2003, Pages 161-173

  DÍaz Obando, Evangelina ^a   Plasencia Cruz, InÈs ^b   Solano Alvarado, Alejandro ^c  

^a Universidad Nacional   (United Kingdom)

^b UNIVERSIDAD DE LA LAGUNA   (Spain)

^c The College of New Jersey   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85013441341     PISSN: 0020739X     EISSN: 14645211     Source Type: Journal    
DOI: 10.1080/0020739031000071476     Document Type: Article

References (22)

1. McLEOD, D. B., 1992. Handbook of Research on Mathematics Teaching and Learning, Edited by:Grouws, D. A., 575–596. New York:NCTM, Macmillan.
2. GOMEZ-CHACON, I. M., 2000. Matemática emocional. Los afectos en el aprendizaje matemático, Madrid:Narcea, S.A.
3. SCHOENFELD, A. H., 1985. Teaching and Learning Mathematical Problems Solving:Multiple Research Perspectives, Edited by:Silver, E. A., 361–379. Hillsdale, NJ:Lawrence Erlbaum Associates.
4. SCHOENFELD, A. H., 1992. Handbook of Research on Mathematics Teaching and Learning, Edited by:Grouws, D. A., 334–370. New York:Macmillan, NCTM.
5. DÍAZ-OBANDO, E., 1993. Constructing a portrait of a high school mathematics teacher in Costa Rica, Tallahassee, Fl:Floride State University. Unpublished dissertation
6. PLASENCIA-CRUZ, I., 2000. Análisis del papel de las imágenes en la actividad matemática. Un estudio de casos, Tenerife, Spain:La Laguna University. Unpublished dissertation
7. VON GLASERSFELD, E., 1990. Transforming Children's Mathematical Education:International Perspectives, Edited by:Steffe, L., and Wood, T., 19–29. Hillsdale, NJ:Erlbaum.
8. KAMII, C., 1990. Teaching and Learning Mathematics in the 1990s, Edited by:Cooney, T., and Hirsch, C., 183–193. Reston, VA:National Council of Teachers of Mathematics.
9. WHEATLEY, G., 1991. Sci. Educ, 75 (1):9–21.
10. TOBIN, K., Paper presented at the annual meeting of the American Educational Research Association. San Francisco, CA.
11. SCPM. 2001. Suma, 37:5–25.
12. GARDNER, H., 1997. Inteligencias Múltiples, Barcelona:Paidós Ibérica.
13. PLASENCIA, I., ESPINEL, M. C., and DORTA, J. A., 2000. For the Learning of Math, 20 (2):30–36.
14. PLASENCIA, I., GUEMES, R., DORTA, J, and ESPINEL, M. C., 1999. Revista de Investigación Educativa, 17:167–185.
15. WEISS, R., 1994. Learning from Strangers. The Art and Method of Qualitative Interview Studies, New York:The Free Press.
16. VALLÈS, M., 1997. Técnicas cualitativas de investigatión social:reflexión metodológica y práctica profesional, Madrid:Sintesis.
17. ERICKSON, F., 1986. Handbook of Research on Teaching, Edited by:Wittrock, M., New York:Macmillan.
18. LINCOLN, Y. S., and GUBA, E. G., 1985. Naturalistic Inquiry, Beverly Hills, CA:Sage Publications.
19. PATTON, M. Q., 1990. Qualitative Evaluation and Research Methods, Newbury Park:Sage Publications.
20. GOETZ and LECOMPTE. 1988. Etnografía y diseño cualitativo en investigación, Madrid:Morata.
21. PIAGET, J., 1990. La equilibracion de las estructuras cognitivas. Problema del desarrollo, Madrid:Siglo XXI editores.
22. PÉREZ GÓMEZ, A., 1992. Comprender y transformar la enseñanza, Edited by:Gimeno Sacristán, J., and Ferez Gomez, A., Madrid:Morata.