Actitudes de estudiantes de ingeniería de nuevo ingreso hacia el uso de la tecnología en matemáticas

Bibliographic References

• Akey, T. (2006). School context, student attitudes and behavior, and academic achievement: an exploratory analysis. New York, NY: MDRC.
• Andrews, P. y Hatch, G. (2000). A comparison of Hungarian and English teachers’ conceptions of mathematics and its teaching. Educational Studies in Mathematics, 43(1), 31-64.
• Amorim, S. (2004). Improving student teachers’ attitudes to mathematics. En M. J. Haines y A. N. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 25-32). Bergen, Noruega: Bergen University College.
• Artigue, M. (1997). Le logiciel “Derive” comme révélateur de phénomènes didactiques liés à l’utilisation dénvironnemnts informatiques pour lápprentissage”. Educational Studies in Mathematics, 33(2), 133-169.
• Auzmendi, E. (1991). Evaluación de las actitudes hacia la estadística en estudiantes universitarios y factores que las determinan. Tesis doctoral no publicada, Universidad de Deusto, Bilbao, España.
• Balacheff, N. y Kaput, J. (1996). Computer-Based environments in mathematics. En A. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick y C. Laborde (Eds.), International Handbook of Mathematical Education (pp. 469-501). London, Reino Unido: Kluwer.
• Cretchley, P. (2007). Does computer confidence relate to levels of achievement in ICT-Enriched learning models? Education and Information Technologies, 12(1), 29-39.
• Cretchley, P. y Harman, C. (2001). Balancing the scales of confidence: computers in early undergraduate mathematics learning. USQ ePrints, Quaestiones Mathematicae, 17-25.
• Crump, B. J. (2004). The culture of computing: Does context matter? En F. Sudweeks y C. Ess (Eds.), Cultural attitudes towards technology and communication 2004. Proceedings of the Fourth International Conference on Cultural Attitudes Towards Communication and Technology (pp. 87-91). Perth, Australia: Murdoch University.
• Depool, R. (2004). La enseñanza y aprendizaje del cálculo integral en un entorno computacional. Actitudes de los estudiantes hacia el uso de un programa de cálculo simbólico (PCS). Tesis doctoral no publicada, Universidad de la Laguna, España.
• Dettori, G., Garuti, R. y Lemut, E. (2001). From arithmetic to algebraic thinking by using a spreadsheet. En R. Sutherland, T. Rojano, A. Bell y R. Lins (Eds.), Perspectives on school algebra (pp. 191-207). London, United Kingdom: Kluwer.
• Dowson, M. y McInerney, D. (2001). Psychological parameters of students’ social and work avoidance goals: a qualitative investigation. Journal of Educational Psychology, 93(1), 35-42.
• Eagly, A. H. y Chaiken, S. (1998). Attitude structure and function. En D. T. Gilbert, S. T. Fiske y G. Lindzey (Eds.), The handbook of social psychology (4ª ed., pp. 269-322). Nueva York, NY: McGraw-Hill.
• Fennema, E., y Sherman, J. A. (1976). Fennema-Sherman mathematics attitude scales. Instruments designed to measure attitudes towards the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7(5), 324-326.
• Fogarty, G., Cretchley, P., Harman, C., Ellerton, N., y Konki, N. (2001). Valida- tion of a questionnaire to measure mathematics confidence, computer confidence, and attitudes to the use of technology for learning mathematics. Attitudes to Technology in Mathematics Learning Questionnaire. Recuperado de http://eprints.usq.edu.au/953/1/Fogarty_Fogarty-Cretchley-Harman-EllertonKonki_Valid._of_questionnaire_maths.pdf
• Furinghetti, F. y Morselli, F. (2008). Every unsuccessful problem solver is unsuccessful in his or her own way: affective and cognitive factors in proving. Educational Studies in Mathematics, 70(1), 71-90.
• Gairín, J. (1990). Las actitudes en educación. Un estudio sobre la Educación Matemática. Barcelona, España: Boixareu Universitaria.
• Galbraith, P. y Haines, C. (1998). Disentangling the nexus: attitudes to mathematics and technology in a computer learning environment. Educational Studies in Mathematics, 36(3), 275-290.
• Galbraith, P., Haines, C. e Izard, J. (1998). How do students’ attitudes to mathematics influence the modelling activity? En P. Galbraith, W. Blum, G. Booker e I. D. Huntley (Eds.), Mathematical modelling. Teaching and assessment in a technology-rich world (pp. 265-278). Chichester, United Kingdom: Horwood.
• Gil, N., Blanco, J. y Guerrero, E. (2005). El dominio afectivo en el aprendizaje de las Matemáticas. Una revisión de sus descriptores básicos. Unión, 2, 15-32.
• Gil, N., Guerrero, E. y Blanco, L. (2006). El dominio afectivo en el aprendizaje de las matemáticas. Revista Electrónica de Investigación Psicoeducativa, 4(1), 47-72.
• Hancock, V. y Betts, F. (2002). Back to the future: Preparing learners for academic success in 2004. Learning & Leading with Technology, 29(7), 10-13 y 27.
• Hannula, M. S. (2002). Attitude towards mathematics: emotions, expectations and values. Educational Studies in Mathematics, 49(1), 25-46.
• Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading, MA: Addison-Wesley.
• Hoyles, C. y Sutherland, R. (1989). Logo mathematics in the classroom. London, United Kingdom: Routledge.
• Kirsch, I., Lafontaine, D., McQueen, J., Mendelovits, J. y Monseur, C. (2002). Reading for change: performance and engagement across countries, results from PISA 2000. Paris, France: Organisation for Economic Cooperation and Development.
• Kloosterman, P. (1990). Attributions, performance following failure, and motivation in mathematics. En E. Fennema y G. C. Leder (Eds.), Mathematics and gender (pp. 96-127). New York, NY: Teachers College Press.
• Krippendorff, K. (1997). Metodología de análisis de contenido. Teoría y Práctica. Barcelona, España: Paidós Ibérica
• López, R., Castro, E., Molina, M. y Moreno, L. (noviembre, 2010). Elaboración y validación de un cuestionario de actitudes hacia el uso de la tecnología para el aprendizaje de las matemáticas. Trabajo presentado en el Primer Encuentro Internacional TIC en Educación, Lisboa, Portugal.
• Louis, K.S. y Marks, H.M. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106(4), 532-575.
• Ma, X. y Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: a meta-analysis. Journal for Research in Mathematics Education, 28(1), 27-47.
• Mariotti, M.A. (2005). New artefacts and mathematical meanings in the classroom. En F. Olivero y R. Sutherland (Eds.), Visions of mathematics education: Embedding technology in learning. Proceedings of ICTMT7 (pp. 2-11). Bristol, United Kingdom: University of Bristol Department of Social Medicine Health Care Evaluation Unit.
• Mato, M. D. y De la Torre, E. (2009). Evaluación de las actitudes hacia las matemáticas y el rendimiento académico. En M. J. González, M. T. González y J. Murillo (Eds.), Investigación en Educación Matemática, XIII, 285-300.
• Matsumoto, D. y Sanders, M. (1988). Emotional experiences during engagement in intrinsically and extrinsically motivated tasks. Motivation and Emotion, 12(4), 353-369.
• Mayes, R. (1998). ACT in algebra: students attitude and belief. The International Journal of Computer Algebra in Mathematics Education, 5(1), 3-14.
• McConeghy, J. I. (noviembre, 1985). Gender differences in mathematics attitudes and achievement. Trabajo presentado en Annual Woman Researcher Conference, Kalamazoo, MI.
• McConeghy, J. I. (abril, 1987). Mathematics attitudes and achievement: gender differences in a multivariate context. Trabajo presentado en Annual Meeting of the American Educational Research Association, Washington, DC.
• McLeod, D. (1992). Research on affect in mathematics education: a reconceptualization. En D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York, NY: McMillan.
• McLeod, D. (1993). Affective responses to problem solving. The Mathematics Teacher, 86(9), 761-763.
• McLeod, D. y Adams, V. (1989). Affect and mathematical problem solving: a new perspective. New York, NY: Springer Verlag.
• Middleton, J. A. y Spanias, P. A. (1999). Motivation for achievement in mathematics: findings, generalizations, and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65-88.
• Minato, S. (1983). Some mathematical attitudinal data on eighth grade students in Japan measured by a semantic differential. Educational Studies in Mathematics, 14(1), 19-38.
• Minato, S. y Yanase, S. (1984). On the relationship between students’ attitudes towards school mathematics and their levels of intelligence. Educational Studies in Mathematics, 15(3), 313-320.
• Ortiz, J., Rico, L. y Castro, E. (2003). Actitudes hacia la incorporación de la calculadora gráfica y la modelización en la enseñanza de las matemáticas. Paradigma, XXIV(2), 29-56.
• Pektas, S. T. y Erkip, F. (2006). Attitudes of design students toward computer usage in design. International Journal of Technology and Design Education, 16(1), 79-95.
• Pérez-Tyteca, P. y Castro, E. (2007). Actitudes hacia las matemáticas de los alumnos que ingresan en la Universidad de Granada. Indivisa, Boletín de Estudios e Investigación, Monografía IX, 103-113.
• Pérez-Tyteca, P., Castro, E., Segovia, I., Castro, E. y Fernández, F. (2007). Ansiedad matemática de los alumnos que ingresan en la Universidad de Granada. En M. Camacho, P. Flores y P. Bolea (Eds.), Investigación en Educación Matemática, XI, 171-180.
• Pierce, R. (2001). An exploration of algebraic insight and effective use of computer algebra systems. Tesis doctoral no publicada, Universidad de Melbourne, Australia.
• Pierce, R., Stacey, K. y Barkatsas, A. (2007). A scale for monitoring students’ attitudes to learning mathematics with technology. Computers & Education, 48(2), 285-300.
• Randhawa, B. S., Beamer, J. E., y Lundberg, I. (1993). Role of the mathematics selfefficacy in the structural model of mathematics achievement. Journal of Educational Psychology, 85(1), 41-48.
• Schiefele, U. y Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for Research in Mathematics Education, 26(2), 163-181.
• Ursini, S. y Sánchez, G. (2008). Gender, technology and attitude towards mathematics: a comparative longitudinal study with Mexican students. ZDM, 40(4), 559-577.
• Ursini, S., Sánchez, G. y Orendain, M. (2004). Validación y confiabilidad de una escala de actitudes hacia las matemáticas y hacia las matemáticas enseñadas con computadora. Educación Matemática, 16(3), 59-78.
• Vale, C. (2001). Gender and computer-based mathematics in selected secondary classrooms. Tesis doctoral no publicada, La Trobe University, Victoria, Australia.
• Volman, M. y Van Eck, E. (2001). Gender equity and information technology in education: the second decade. Review of Educational Research, 71(4), 613-634.
• Zabalza, M. (1994). Evaluación de actitudes y valores. Evaluación del aprendizaje de los estudiantes. Barcelona, España: Grao.
• Zan, R., Brown, L., Evans, J. y Hannula, M. S. (2006). Affect in mathematics education: an introduction. Educational Studies in Mathematics, 63(2), 113-121.