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Algunas publicaciones en el marco
de los proyectos
2018
Kieran, C. (to appear). Task design frameworks in mathematics
education research: An example of a domain-specific frame for
algebra learning with technological tools. In G. Kaiser & N.
Presmeg (Eds.), Compendium
for early career researchers in mathematics education.
New York: Springer.
2013
- Solares, A., & Kieran, C. (2013). Articulating
syntactic and numeric perspectives on equivalence: The case
of rational expressions. Educational Studies in
Mathematics, 84(1), 115-148. DOI:
10.1007/s10649-013-9473-7.
- Kieran, C., Boileau, A., Tanguay, D., & Drijvers, P.
(2013). Design
researchers documentational genesis in a study on
equivalence of algebraic expressions. ZDM, The
International Journal on Mathematics Education, 45,
1045-1056. DOI: 10.1007/s11858-013-0516-4.
- Guzman, J., & Kieran, C. (2013). Becoming
aware of mathematical gaps in new curricular materials: A
resource-based analysis of teaching practice. The
Mathematics Enthusiast, 10(1&2), 163-190.
- Martinez, C., Guzman, J., & Kieran, C. (2013). El
papel de CAS en la promoción del razonimiento algebraico y
en el surgimiento de teoría. In L. López Vera (Ed.), La
Memoria del VI Seminario Nacional de Tecnologia
Computacional en la Enseñanza y el Aprendizaje de la
Matemática. Nuevo Léon, México : Comité scientifico
AMIUTEM.
2012
- Kieran, C., Tanguay, D., & Solares, A. (2012). Researcher-designed
resources and their adaptation within classroom teaching
practice: Shaping both the implicit and the explicit. In
G. Gueudet, B. Pepin, & L. Trouche (Eds.), From
text to lived resources: Mathematics curriculum material
and teacher development (pp.
189-213). New York: Springer.
- Martínez,
C., Kieran, C., & Guzmán, J. (2012). The
use of CAS in the simplification of rational expressions
and emerging paper-and-pencil techniques. In L.R. Van
Zoest, J.-J. Lo, & J.L. Kratky (Eds.), Proceedings
of the 34th PME-NA Conference (pp. 1089-1096).
Kalamazoo, MI: PME-NA Program Committee.
- Solares,
A., & Kieran, C. (2012). Equivalence
of rational expressions: Articulating syntactic and
numeric perspectives. In T. Y. Tso (Ed.), Proceedings of 36th Conference of the International Group for the
Psychology of Mathematics Education (Vol. 4, pp
99-106). Taipei, Taiwan: PME.
2011
- Kieran, C. (2011). Note
de lecture à propos de « Ressources vives - le travail
documentaire des professeurs en mathématiques ». Recherches
en Didactique des Mathématiques 31(1), 131-134.
- Kieran, C., Tanguay, D., & Solares, A. (2011). Teachers
participating in a research project on learning: The
spontaneousshaping of researcher-designed resources within
classroom teaching practice. In B. Ubuz (Ed.), Proceedings
of 35th Conference of the International Group for the
Psychology of Mathematics Education (Vol. 3, pp 81-88) .
Ankara, Turkey: PME Program Committee.
- Guzmán, J., Kieran, C., & Martínez, C. (2011). Simplification
of rational algebraic expressions in a CAS environment: A
technical-theoretical approach. In B. Ubuz (Ed.), Proceedings
of 35th Conference of the International Group for the
Psychology of Mathematics Education
(Vol.
2, pp. 484-488) .
Ankara, Turkey: PME Program Committee.
2010
- Kieran, C. (2010). Taking
advantage of the surprise factor of CAS responses to spur
the growth of algebraic understanding. Keynote
lecture presented at USACAS Conference, Chicago, June
2010.
- Kieran, C., & Guzman, J. (2010). Role
of task and technology inprovoking teacher change: A case of
proofs and proving in high school algebra. In R. Leikin
& R. Zazkis (Eds.), Learning
through teaching mathematics: Development of teachers
knowledge and expertise in practice (pp. 127-152).
New York: Springer.
- Guzmán, J., Kieran, C., & Martínez, C. (2010). The
role of Computer Algebra Systems (CAS) and a task on the
simplificationof rational expressions designed with a
technical-theoretical approach. In P. Brosnan, D.B.
Erchick, & L. Flevares (Eds.), Proceedings
of the 32nd PME-NA Conference (pp. 1497-1505).
Columbus, OH: PME-NA Program Committee.
- Kieran, C. (in press). Conceptualizing
the learning of algebraic technique: Role of tasks and
technology. In M. Santillan (Ed.), 11th
International Congress on Mathematical Education, Selected
Lectures. Monterrey,Mexico: ICME-11 Editorial
Committee.
2009
- Hitt, F., & Kieran, C. (2009). Constructing
knowledge via a peer interaction in a CAS environment with
tasks designed from a Task-Technique-Theory perspective.
International Journal of Computers for Mathematical
Learning, 14, 121-152.
- Kieran, C. & Guzmán, J. (2009). Developing
teacher awareness of the roles of technology and novel
tasks: An example involving proofs and proving in high
school algebra. In M. Tzekaki, M. Kaldrimidou, & H.
Sakonidis (Eds.), Proceedings
of the 33rd Conference of the International Group for the
Psychology of Mathematics Education (PME) (Vol. 3,
pp. 321-328). Thessaloniki, Greece: PME Program Committee.
- Boileau, A., & Tanguay, D., with Kieran, C., &
Drijvers, P., Hitt, F., Saldanha, L., & Guzmán, J. (2006).
Using
CAS in Letter-Symbolic Algebra at the Secondary Level : a
Classroom Activity. Workshop
presented at the 15th International Conference ACA 2009
(Montréal, june 2009)
2008
- Kieran, C. (2008). Conceptualizing
the learning of algebraic technique: Role of tasks and
technology. Invited plenary presentation, Regular
Lecture, 11th International Congress on Mathematical
Education, Monterrey, Mexico, July 2008.
- Kieran, C., & Saldanha, L. (2008). Designing
tasks for the co-development of conceptual and technical
knowledge in CAS activity: An example from factoring. In
K. Heid & G.W. Blume (Eds.), Research
on technology and the teaching and learning of mathematics:
Syntheses, cases, and perspectives (Vol. 2, pp.
393-414). Greenwich, CT: Information Age Publishing.
- Kieran, C., Guzmán, J., Boileau, A., Tanguay, D., &
Drijvers, P. (2008). Orchestrating
whole-class discussions in algebra with CAS technology.
In O. Figueras, J.-L. Cortina, S. Alatorre, T. Rojano, &
A. Sepúlveda (Eds.), Proceedings
of the joint 32nd PME Conference and 30th PME-NA Conference
(Vol. 3, pp. 249-256). Morelia, Mexico: PME et PME-NA.
- Kieran, C. (2008). Les
Débats. Recherches en
didactique des mathématiques, 29(1), 80-85.
2007
- Bartlo, J., Saldanha, L., & Kieran, C. (2007). Attending
to structure and form in algebra: challenges in designing
CAS-centered instruction that supports construing patterns
and relationships among algebraic expressions. In T.
Lamberg, & L. R. Wiest (Eds.), Proceedings
of the 29th annual meeting of the North American Chapter of
the International Group for the Psychology of Mathematics
Education. Lake Tahoe, NV: PME-NA.
- Guzmán, J., & Kieran, C. (2007). La
discusión en el salón de clases en un ambiente
tecnológico-algebraico. In E. Mancera Martínez & C.
A. Pérez Gamboa (Eds.), Memorias
de la XII Conferencia Interamericana de Educación Matemática
Historia y Prospectiva de la Educación Matemática
(CIAEM). Querétaro, México: CIAEM Program Committee.
- Kieran, C. (2007). Interpreting
and assessing the answers given by the CAS expert : A
reaction paper. The
International Journal for Technology in Mathematics
Education, 14(2), 103-108.
- Kieran, C., & Damboise, C. (2007). How
can we describe the relation between the factored form and
the expanded form of these trinomials? we dont even know
if our paper-and-pencil factorizations are right: The case
for Computer Algebra Systems (CAS) with weaker algebra
students. In J.-H. Woo, H.-C. Lew, K.-S Park, & D.-Y
Seo (Eds.), Proceedings of
31st PME Conference (Vol. 3, pp. 105-112). Seoul,
Korea: PME.
2006
- Drijvers, P., & Kieran, C., with Boileau, A., Hitt, F.,
Tanguay, D., Saldanha, L., Guzmán, J. (2006). Reconciling
factorizations made with CAS and with paper-and-pencil: The
power of confronting two media. In J. Novotná, H.
Moraová, M. Krátká, & N. Stehliková (Eds.), Proceedings
of 30th PME (Vol. 2, pp. 473-480). Prague, Czech
Republic: PME.
- Kieran, C., Boileau, A., Saldanha, L., Hitt, F., Tanguay,
D., & Guzmán, J. (2006). Le
rôle des calculatrices symboliques dans lémergence de la
pensée algébrique : le cas des expressions équivalentes.
Actes du colloque EMF2006 (Espace
Mathématique Francophone, mai 2006). Sherbrooke, QC.
- Kieran, C., & Drijvers, P., with Boileau, A., Hitt, F.,
Tanguay, D., Saldanha, L., & Guzmán, J. (2006). The
co-emergence of machine techniques, paper-and-pencil
techniques, and theoretical reflection: A study of CAS use
in secondary school algebra. International
Journal of Computers for Mathematical Learning 11(2),
205-263. Aussi disponible here.
- Kieran, C., & Drijvers, P., with Boileau, A., Hitt, F.,
Tanguay, D., Saldanha, L., & Guzmán, J. (2006). Learning
about equivalence, equality and equation in a CAS
environment: The interaction of machine techniques,
paper-and-pencil techniques, and theorizing. In C.
Hoyles, J.-B. Lagrange, L. H. Son, & N. Sinclair (Eds.), Proceedings
of the 17th ICMI Study Conference, Technology revisited.
Hanoi, Vietnam: ICMI-Study-17 Program Committee. Aussi
disponible here.
- Sacristan, A. I., & Kieran, C. (2006). Bryans
story: Classroom miscommunication about general symbolic
notation and the emergence of a conjecture during CAS-based
algebra activity. In J. Novotná, H. Moraová, M. Krátká,
& N. Stehliková (Eds.), Proceedings
of 30th PME (Vol. 5, pp. 1-8). Prague, Czech
Republic: PME.
2005
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