cematî.com (math as poetry)

Compartimos aquí algunas lecturas selectas sobre temas matemáticos o educativos diversos. El criterio de selección es calidad de la exposición, y la relevancia del tema para algún conjunto de cardinalidad mayor que cero, además de cierta cualidad de asombro. Presentación en orden cronológico inverso.

Si desea sugerir algún tema o lectura selecta (así como enviar comentarios), puede dirigirlos a lecturas@cemati.com. Gracias de antemano

(Actualizado: 2011.06.14)

2011

• [84] Ambrus, A. y Vásárhelyi, E. (2010). Problem Solving in Mathematics Education. Proceedings of the 11th. ProMath Conference. Eötvös Loránd University. {PDF, 162 pp.} [acc. 2011.06.14]
• [83] Liljedahl, P. G. (2004). The Aha experience: mathematical contexts, pedagogical implications. PhD. Thesis. Simon Fraser Univ. {PDF, 255 pp.} [acc. 2011.06.14]
• [82] Slepian, M. L. et al. (2010) Shedding light on insight: Priming bright ideas. Journal of Experimental Social Psychology 46 (2010) 696-700 [acc. 2011.03.08]
• [81] Perrenet, Jacob y Adan, Ivo  (2010) The Academic Merits of Modelling in Higher Mathematics Education: A Case Study. Mathematics Education Research Journal, Vol. 22, No. 2 (pp. 121-140) [acc. 2011.01.18]
• [80] Niss, Mogens (2003) The need for reform: Perspectives on the result of education—Students’ competence in mathematics (en “If reform of science education is the answer —what were the questions?” Proceedings from the 3rd. DCN Conference (pp. 29-36), Univ. of Copenhagen, May 2003) [acc. 2011.01.18]
• [79] Gronbaek, Niels and Winslow, Carl (2003) Competencies, version ground floor (en “If reform of science education is the answer —what were the questions?” Proceedings from the 3rd. DCN Conference (pp. 37-50), Univ. of Copenhagen, May 2003) [acc. 2011.01.18]
• [78] Tall, David (2009) The development of mathematical thinking: problem-solving and proof. In celebration of the academic life and inspiration of John Mason. University of Warwick. [acc. 2011.01.12]

2010

• [77] Fung, Maria G. (2010) Writing in a Mathematics Class? A Quick Report on Classroom Practices at the Collegiate Level. Currents in Teaching and Learning, Vol. 2, No. 2, Spring 2010 [acc. 2010.10.15]
• [76| Stacey, Kaye (2007) What is mathematical thinking and why is it important?. University of Melbourne [acc. 2010.09.16]
• [75] Moon, Jenny (2004) Linking Levels, Learning Outcomes and Assessment Criteria. Seminario Tuning, Edimburgo [acc. 2010.08.09]
• [74] Moon, Jenny (2001) Reflection in Higher Education Learning. PDP Working Paper 4. LTSN (Learning and Teaching Support Network) Generic Centre. [acc. 2010.08.09]
• [73] Wagner, Sigrid [editor] (2005) PRIME: PRompt Intervention in Mathematics Education. Ohio Resource Center for Mathematics, Science and Reading and Ohio Department of Education. [acc. 2010.04.29]
• [72] Payne, Ruby K. (2009) How the Environment of Poverty (Having Fewer Resources) Impacts Cognition and Learning. Aha! Process Inc. [acc. 2010.04.07]
• [71] Sfard, Anna y Prusak, Anna (2005) Identity that makes a difference: substantial learning as closing the gap between actual and designated identities. Proceedings of the 29th conference of the International Group for the Psychology of Mathematics Education, Vol. 1, pp. 37-52, Melbourne, Australia [acc. 2010.04.04]
• [70] Callejo, M. L. y Vila A. (2003) Origen y Formación de Creencias sobre la Resolución de Problemas. Estudio de un Grupo de Alumnos que Comienzan la Educación Secundaria. Boletín de la Asociación Matemática Venezolana. Vol. 10, No. 2 (173-194) [acc. 2010.03.29]
• [69] Colignatus, Thomas (2009) Elegance with Substance. MPRA Paper No. 15676 [acc. 2010.03.11]
• [68] Mor, Yishay, Richard Noss (2008) Programming as mathematical narrative. Int. J. Cont. Engineering Education and Life-Long Learning, Vol. 18, No. 2, pp. 214-233 [acc. 2010.03.11]
• [67] Common, D. L. (2008) Conversation for Education: The Tool of Pedagogy in Universities, Research Review, Vol. 1, Issue 1, pp. 66-78 [acc. 2010.02.17]
• [66] Naveira, A. M., Reventós, A. (2009) Nota sobre la vida y obra de L. A. Santaló. Rev. Un. Mat. Argentina, Vol. 50, No. 2, pp. 227-263 [acc. 2010.01.18]
• [65] Vazquez-Gallo, M. J., et al. (2008). Competencias Relacionadas con las Matemáticas en el Marco de la Convergencia Europea. VI Jornadas de Redes de Investigación en Docencia Universitaria, Univ. de Alicante, España [acc. 2010.01.15]
• [64] Kinard, J. T. (2001) Creating Rigorous Mathematical Thinking: A Dynamics that Drives Mathematics and Science Conceptual Development. “Unlocking the Human Potential to Learn” International Conference, Winnipeg, Manitoba, Canada. Nota: ver Patente asociada a RMT [acc. 2010.01.07]
• [63] Naveira, A. M., Reventós. A (2009) Nota sobre la vida y obra de L. A. Santaló. Revista de la Unión Matemática Argentina, Vol. 50,  No. 2, 2009, pp. 227-263 [acc. 2010.01.02]

2009

• [62] Bieri, P. (2008 trad.) ¿Qué tal sería ser culto?. (Discurso dictado en la inauguración de la Universidad Pedagógica de Viena). Traducido del alemán por Michael Barot y Carlos Prieto. [acc. 2009.11.16]
• [61] Prieto, C. (2001) El futuro promisorio de las matemáticas. Revista Ciencia Vol. 52, No. 3, Octubre 2001, pp. 44-54. Academia Mexicana de Ciencias [acc. 2009.11.14]
• [60] Davis, P. J. (1985) What do I know? A Study of Mathematical Self-awareness. The College Mathematics Journal, Vol. 16, pp. 22-41. (Nota: artículo premiado por la MAA)  [acc. 2009.10.30]
• [59] Kolmogórov, A. N. (1982) Matemáticas (Trad. de Benito Fernández y Enrique Pastor) (2006) Vol. 9, No. 1 (enero-abril 2006) La Gaceta de la R.S.M.E. (Cortesía de divulgaMAT) [acc. 2009.10.08]
• [58] Apatow, R. (1998) The Spiritual Art of Dialogue: Mastering Communication for Personal Growth, Relationship and the Workplace. (Vista Previa en Books de Google)  Inner Traditions International. Nota: Ver especialmente cap. 10 (Propuesta educativa) y apéndice I (Herramientas para el razonamiento crítico). [acc. 2009.10.02]
• [57] Sánchez, J. M. et al. (2004) Los errores como motivación para la enseñanza y el aprendizaje de las matemáticas. XII Jornadas de ASEPUMA (ver Revista Rect@ | DOAJ) [acc. 2009.09.26]
• [56] Kerekes, J. (2005) Using the Learners World to Construct and Think in a System of Mathematical Symbols. College Teaching Methods & Style Journal, Vol. 1, No. 2 [acc. 2009.09.06]
• [55] Ruiz, A. (2001) Asuntos de Método en la Educación Matemática. Centro de Investigaciones Matemáticas y Meta-matemáticas. Univ. de Costa Rica [acc. 2009.08.13]
• [54] Sfard, A. (2008) Introduction to Thinking as Communication. TMME, vol. 5, No’s 2 & 3, pp. 429-436 {Ref. University of Haifa} [acc. 2009.08.09]
• [53] Guzik-Glantz, R. (2009) Relaciones de un científico mexicano con el extranjero: El caso de Arturo Rosenblueth. RMIE: Revista Mexicana de Investigación Educativa, Enero-Marzo 2009, Número 40, Volumen XIV, pp. 43-67 [acc. 2009.08.08]
• [52] Mazur, B. (2009) “What should a professional mathematician know?” (preprint) [acc. 2009.08.07]
• [51] Mazur, B. (2005) “Eureka” and Other Stories. Mathematics and Narrative Conference {pláticas}. Mykonos. Organización Thales+Friends [acc. 2009.08.07]
• [50] Amador Gómez, M. E., et al. (2006) Ampliar nuestra visión sobre las matemáticas: Entrevista al Dr. Rodrigo Cambray Nuñez. enForma, Año 2, No. 4 (Boletín electrónico para educadores de personas jóvenes y adultas). Ver Recursos para asesores del MEVyT, INEA [acc. 2009.08.07]
• [49] Rajschmir, C. (2008) Entrevista a Vincenç Font Moll: “La matemática es una determinada manera de pensar sobre las cosas de este mundo“. Boletín digital del Instituto Nacional de Formación Docente, Año 1, No. 4, Ministerio de Educación, Argentina [acc. 2009.08.07]
• [48] Rojas Bernilla, E (2004) ¿Qué hace un matemático y por qué lo hace? Pharos, noviembre-diciembre, año/vol. 11, No. 002, pp. 53-59, Universidad de las Americas, Santiago, Chile [acc. 2009.07.27]
• [47] Nápoles Valdes, J. E. (2008) De Leibniz a D’Alambert: Diez problemas que marcaron un siglo. Boletín de Matemáticas, Nueva Serie, Vol. XV No. 2 pp. 130-161 [acc. 2009.07.17]
• [46] Amit, M, Fried, M. N., et al. (2007) The mathematics club for excellent students as common ground for bedouin and other israeli youth. The Montana Mathematics Enthusiast, Monograph1, pp. 75-90. The Montana Council of Teachers of Mathematics. [acc. 2009.07.15]
• [45] Solomon, Y. (c. 2005) Not belonging: what makes a functional learner identity in the undergraduate mathematics community of practice? [acc. 2009.07.11]
• [44] Fernández Bravo, J. A. (2007) La Mayéutica y el Aprendizaje de la Probabilidad. Educación y Futuro, 17  pp. 89-104 [acc. 2009.07.07]
• [43] Wilensky, U. J. (1993) Connected Mathematics – Building Concrete Relationships with Mathematical Knowledge. PhD Dissertation. MIT (PDF, 213 pp.) [acc. 2009.07.06]
• [42] Arney, C., Small, D., Editors (1999) Interdisciplinary Core Mathematics. Cap. 11 de CRAFTY Curriculum Foundations Project. MAA [acc. 2009.06.30]
• [41] Rodríguez del Río, R; Zuazua-Iriondo, E. (2004) Enseñar y Aprender Matemáticas: del Instituto a la Universidad. Actas de las Jornadas Territoriales de Matemáticas “Del Bachillerato a la Universidad: ¿una discontinuidad evitable?”. [acc. 2009.06.20]
• [40] Haddad, R.; Knuth, D. (1985) A Programming and Problem-Solving Seminar. Report No. STAN-CS-85-1055. (Curso CS204) Department of Computer Science, Stanford University. [acc. 2009.06.04]
• [39] Frigg, R. (2008) Models and Fiction. Centre for the Philosophy of Natural and Social Science, Contingency and Dissent in Science, Technical Report 05/08 [acc. 2009.05.25]
• [38] Corry, L. (2009) Writing the Ultimate Mathematical Textbook: Nicolas Bourbaki’s Éléments de Mathématique. (Director of The Cohn Institute for the History and Philosophy of Science and Ideas, Tel Aviv University) [acc. 2009.05.24]
• [37] LTC (2008). Writing learning outcomes. Assessment Toolkit Resources. Learning and Teaching Centre, Univ. of Macquarie University. [acc. 2009.05.16, 2009.08.19]
• [36] LTC (2008). Designing assessment for learning: an overview. Assessment Toolkit Resources. Learning and Teaching Centre, Univ. of Macquarie University. [acc. 2009.05.16, 2009.08.19]
• [35] Saito, N. et al. (2007). How to Enhance Students’ Mathematical Communication Ability. Tsukuba International Conference III. APEC 2008 [acc. 2009.05.16]
• [34] Thompson, P. W. & Sfard, A. (1994). Problems of reification: Representations and mathematical objects. In D. Kirshner (Ed.) Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education. North America, Plenary sessions, Vol. 1 (pp. 1-32) [acc. 2009.05.15]
• [33] Sfard, Anna (1991) “On the dual nature of mathematical conceptions: reflections on processes and objects as different sides of the same coin” Educational Studies on Mathematics, 22, 1-36. Nota: Gracias al Dr. Leonel Cota por recomendar esta referencia. Puede usar “rotate counterclockwise” para leer el documento [acc. 2009.05.08]
• [32] Zuazua Iriondo, Enrique 2007 “El momento de las Matemáticas“. Textos on-line de Divulgamat. [acc. 2009.04.27]
• [31] “Sugerencias a Estudiantes y Profesores 2004“. Coordinación Académica. Depto. de Matemáticas. Univ. de los Andes, 2004 [acc. 2009.04.03]
• [30] “Método de Enseñanza-Aprendizaje de la Universidad de los Andes“. Coordinación Académica. Depto. de Matemáticas. Univ. de los Andes, 2003 [acc. 2009.04.03]
• [29] Kurt Bryan y Tanya Leise. “The $25,000,000,000 Eigenvector: The Linear Algebra Behind Google” SIAM Review, August 2006 [acc. 2009.04.01]
• [28] Cheryl E. Praeger. “The essential elements of mathematics: a personal reflection” Gazette of the Australian Mathematical Society, Vol. 35, No. 1 (pp. 20-25) March 2008 [acc. 2009.03.30]
• [27] Titu Andreescu, Dorin Andrica. “On a class of sums involving the floor function” Mathematical Reflections 2006, Issue 3 [acc. 2009.03.25]
• [26] Stephen Pew. “Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education” InSight, Volume 2 (pp. 14-25) 2007. [acc. 2009.03.25]
• [25] Ronald Brecke, Jacy Jensen. “Cooperative Learning, Responsability, Ambiguity, Controversy and Support in Motivating Students” InSight, Volume 2 (pp. 57-63) 2007. [acc. 2009.03.25]
• [24] Ken Bain. “The Promising Syllabus” San Diego City College [acc. 2009.03.25]
• [23] Luca Botturi. “Visualizing learning goals with the Quail Model“. Australasian Journal of Educational Technology, 2004 20(2). 248-273. [acc. 2009.03.04]
• [22] “Guidelines on Learning that Inform Teaching at MIT“. TLL (Teaching & Learning Lab.) MIT, 2007 [acc. 2009.02.09]
• [21] Kay Owens. “Identity as a Mathematical Thinker“. Mathematics Teacher Education and Development Vol. 9 (pp. 36-50) 2007/2008. [acc. 2009.02.09]
• [20] Juan Luis Vázquez. “Matemática, ciencia y tecnología: una relación profunda y duradera“. (circa 2000) Departamento de Matemáticas, Univ. Autónoma de Madrid [acc. 2009.02.05]
• [19] Manuela Esteves. “Towards the pedagogical excellence of higher education” Sísifo: Educational sciences journal No. 7 sep/dic 2008 (pp. 99-106) [acc. 2009.02.04]
• [18] Scott Jaschik. “Harvard Moves Ahead on Curricular Reform” Inside Higher ED. Feb. 8, 2007 . Nota: se le invita a explorar también el documento Report of the Task Force on General Education (PDF, 34 pp.) [acc. 2009.01.09]
• [17] Nathalie Sinclair. “Chorus, colour and contrariness in school mathematics“. THEN Journal , July 18, 2005 [added. 2009.01.07]
• [16] Lawrence Mark Lesser. “Book of Numbers: Exploring Jewish Mathematics and Culture at a Jewish High School“. Journal of Mathematics and Culture, Vol. 1, No. 1 (pp. 8-31), 2006 [added. 2009.01.07]
• [15] Nathalie Sinclair. “The Roles of the Aesthetic in Mathematical Inquiry“. Mathematical Thinking and Learning, Vol. 6, No. 3 (pp. 261-284), 2004 [added. 2009.01.07]

2008

• [14] L. Dee Fink. “A Self-Directed Guide to Significant Learning” { Libro }(Dr. Fink, es el director del programa de desarrollo instruccional) Univ. de Oklahoma. [added 2008.11.20]
• [13] Richard A. Cohen. “Plato, Judaism, Kant and Information Technology“. IRIE (International Review of Information Ethics) Journal, Vol. 8 (09/2008) pp. 14-19 [added 11.05]
• [12] Amy R. Mashburn. “Can Xenophon save the Socratic Method?“. Thomas Jefferson Law Review, Vol. 30, Issue 2 (Spring 2008) [added 11.04]
• [11] CUPM. Illustrative Resources for CUPM Guide 2004. [added 10.22]. En particular las secciones:
  • 2. Develop mathematical thinking and communications skills
  • 4. Promote interdisciplinary cooperation

• [10] Steve Zeitlin. Scientist as Storytellers. Voices, Fall-Winter, 2003 [added 10.22]
• [9] Bruce Reznick. One Introduction to Mathematical Research. Math Horizons, Nov. 2006 [added 10.13]
• [8] Peter Henderson. Functional geometry. [added 10.02]
• [7] Robert Case. Plato´s Premise: Fostering Student Autonomy. Thought & Action Journal. Fall 2002 (pp. 33-40) NEA Publications. [added 07.10]
• [6] Inés M. Gómez-Chacón. La Tarea Intelectual en Matemáticas: Afecto, Meta-Afecto y los Sistemas de Creencias. Boletín de la Asoc. Matemática Venezolana. Vol. X, No. 2, 225-247 (2003) [added 05.20]
• [5] Titu Andreescu and Zoran Sunik. Nice numbers. Mathematical Reflections, 2006 issue 2. (archivo en pdf; added 04.17)
• [4] Cómo hicieron matemáticas los aztecas. (Traducción: Ciencia Kanija, abril 9, 2008) (added 04.17)
• [3] PISA 2006 – Hallazgos Fundamentales. (Traducción: Eduteka, abril 1, 2008) (added 04.17)
• [2] Cleve Moler. The World’s Largest Matrix Computation: Google’s PageRank is an eigenvector of a matrix of order 2.7 billion. MATLAB News & Notes, October 2002 (added 04.17)
• [1] Ilsen C. F. Ilsen. Accurate Eigenvalues for Fast Trains. SIAM News. Vol. 37, No. 9. November 2004. (archivo en pdf; added 04.17)

(desde 2008.04.17)