Exploración de la ansiedad hacia las matemáticas en los futuros maestros de educación primaria.

Referencias bibliográficas

• Albuerne y otros (1986). Las escuelas universitarias de magisterio: Análisis y alternativas. Aula Abierta, 5 Monográfico.
• Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224-237.
• Battista, M. (1986). The relationship of mathematics anxiety and mathematical knowledge to the learning of mathematical pedagogy by preservice elementary teachers. School Science and Mathematics, 86, 10-19.
• Beilock, S.L.; Gunderson, E.A; Ramirez,G y Levine S.C. (2009) Female teachers’ math anxiety affects girls’ math achievement. Disponible en: www.pnas.org/cgi/doi/10.1073/pnas.0910967107
• Bermejo, V. (1996). Enseñar a comprender las matemáticas. En J. Beltrán y C. Genovard (Eds.), Psicología de la Instrucción I. (pp. 256-279). Madrid: Síntesis.
• Burns, M. (1998) Math:Facing and American Phobia. Sausalito, CA: Math Solutions Publications
• Bursal, M. & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-179.
• Carpenter, T., y Fennema, E. (1992). Cognitively guided instruction: Building on the knowledge of students and teachers. International Journal of Research in Education, 17, 457-470.
• Caballero, A; Blanco, L.J. y Guerrero, E. (2008). El dominio afectivo en futuros maestros de matemáticas en la Universidad de Extremadura. Paradigma, Vol. XXIX, N0 2, 157 – 171.
• Codina, J.B. y Marugán, A. (1986). Ideología y actitudes en los futuros profesores de EGB. Documenta, 2, 5-18.
• Cook, J. & Briggs, M. (1991). In Primm, D. & Love, E. (Ed.), Teaching and learning school mathematics. London: Hodder & Stoughton
• Emenaker, C. (1996). A problem-solving based mathematics course and elementary teachers' beliefs. School Science and Mathematics, 96(2), 75-85.
• Espejo, B. (1999). Hacia un modelo de educación integral: el aprendizaje emocional en la práctica educativa. Revista de Ciencias de la Educación (180), 521-535.
• Ertekin, E. (2010). Correlations between the mathematics teaching anxieties of preservice primary education mathematics teacher and their beliefs about mathematics. Educational Research and Reviews, 5 (8), 446-454
• Etxandi, R. (2007). Matemática en educación primaria: un intento de renovación de la práctica en el aula. Uno: Revista de didáctica de las matemáticas, 45, 15-25
• Fennema, E. y Sherman, J.A. (1976). Fennema-Sherman mathematics attitude scales. Instrument designed to measure attitudes toward the learning of mathematics by males and females. JSAS Catalog of Selected Document of Psychology, 6(31). (Ms.Nº.1225).
• Furner, J. & Berman, B. (2003). Math Anxiety: Overcoming a major obstacle to the improvement of students math performance. Childhood Education. 1-5
• Gleason, J. (2007). Relationships between Pre-service Elementary Teachers' Mathematics Anxiety and Content Knowledge for Teaching. Journal of Mathematical Sciences & mathematics Education, 3(1): 39-47
• Gresham, G. (2010) A study exploring excepcional education preservice teacher mathematics anxiety. IUMPST: The Journal. Vol 4 (Curriculum).
• Gresham, G. (2004) Mathematics Anxiety in elementary students, CMC. ComMuniCator, 29(2) 28-29
• Gómez-Chacón, I. M. (1998). Creencias y contexto social en matemáticas. UNO Revista de Didáctica de las Matemáticas, 17, 83-103
• Haylock, D. (2001). Mathematics explained for primary teachers. London: Paul Chapman Publishing.
• Harper, N. & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19(4), 29-38.
• Hidalgo, S., Maroto, A., Palacios, A. (2005). El perfil emocional matemático como predictor de rechazo escolar: relación con las destrezas y los conocimientos desde una perspectiva evolutiva. Educación Matemática, 17(2), 89-116. México D.F. Santillana.
• Howard, B.C. (1982). Mathematics in content areas. MICA. A Teacher Training Approach. Washington: Office of Education (DHEW).
• Iossi, L. (2007). Strategies for reducing math anxiety in post-secondary students. Proceedings of the Sixth Annual College of Education Research Conference: Urban and International Education Section, Miami: Florida International University. 30-35.
• Jackson, E. (2008) Mathematics Anxiety in student teachers. Practitioner Research in Higher University of Cumbria, 2(1): 36-42
• Johnson, G.S. (1981). An investigation of selected variables and their efect upon the attitudes toward the teaching of elementary school Mathematics by prospective elementary school teacher. Southwest Educational Research Association. Dallas.
• Kelly, W. P. and Tomhave, W. K. (1985). A Study of Math Anxiety/Math Avoidance in Preservice Elementary Teachers. Arithmetic Teacher, 32(5), 51-53.
• Kloosteman, P. y Stage, F.K. (1992). Measuring beliefs about mathematical problem solving. School Science and Mathematics, 92(3), 109-115.
• Leedy,M.G., LaLonde, D. y Runk,K. (2003). Gender equity in mathematics: beliefs of student, parents and teacher. School Science and Mathematics, 103(6). 285-292.
• Malinsky, M., Ross, A., & Pannells, T. & McJunkin, M. (2006). Math anxiety in preservice elementary school teachers. Education, 127(2), 274-279.
• Martin, R.M. (2002). Math attitudes of giffed students: A focus on giffed girls in the elementary grades Tesis Doctoral. Virginia Politechnics Institute and State University. Virginia Beach.
• Mendías Cuadros, A.M. (2004). Motivos que determinan el acceso a los estudios de magisterio del alumnado de Granada e influencia de factores institucionales en la modificación de las actitudes iniciales. Granada: Arial Ediciones.
• Ministerio de Educación (2010), PISA 2009. Programa para la Evaluación Internacional de los Alumnos OCDE. Informe español. Madrid: Autor.
• Ministerio de Educación (2007), PISA 2006. Programa para la Evaluación Internacional de los Alumnos de la OCDE. Informe español. Madrid: Autor.
• Ministerio de Educación (2004), PISA 2003. Programa para la Evaluación Internacional de los Alumnos de la OCDE. Informe español. Madrid: Autor.
• Ministerio de Educación (2001), PISA 2000. Programa para la Evaluación Internacional de los Alumnos de la OCDE. Informe español. Madrid: Autor.
• Pérez Tyteca, P. (2007). Actitudes hacia las matemáticas de alumnos de primer curso de la universidad de Granada. Granada: P. Comala.
• Pérez-Tyteca, P., Castro, E., Segovia, I., Castro, E., Fernández, F. y Cano, F. (2009). El papel de la ansiedad matemática en el paso de la educación secundaria a la educación universitaria. PNA, 4(1), 23-35.
• Pérez-Tyteca, P., Castro, E., Segovia, I., Castro, E., Fernández, F. y Cano, F. (2007) Ansiedad matemática de los alumnos que ingresan en la Universidad de Granada. Investigación en Educación Matemática XI, 171-180.
• Rayner, V. Pitsolantis, N. and Osana, H. (2009) Mathematics Anxiety in Preservice Teachers: Its Relationship to their Conceptual and Procedural Knowledge of Fractions. Mathematics Education Research Journal 2009, Vol. 21, No. 3, 60-85
• Segovia, I. (2008). Memoria descriptiva del Plan de Mejora de la titulación de Maestro especialidad de Educación Primaria. Facultad de Ciencias de la Educación. Universidad de Granada. Granada.
• Swars, S. L., Daane, C. J., & Giesen. J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306-315.
• Sovchik, R., Meconi, L. J., & & Steiner, E. (1981). Mathematics anxiety of preservice elementary mathematics methods students. School Science and Mathematics, 81, 643-648.
• Teague, P.T. y Austin, G.G. (1981). Effect of a mathematics methods course on prospective elementary teacher math attitides, math anxiety and teaching performance. Dallas. SouthWest Educational Association.
• Varela, J. y Ortega, F. (1985). El aprendiz de maestro. Madrid: MEC.
• Valle, A., Cabanach, R., Nuñez, J., Gonzalez-Pienda, J., & Rodriguez, S. Piñeiro, I. (2003). Cognitive, motivational, and volitional dimensions of learning. Research in Higher Education., 44(5), 557- 580.
• Vinson, B. (2001) A comparasion of preservice teachers mathematics anxiety before and after a methods class emphasizing manipulatives. Early Childhood Education Journal, 29 (2) 89-94
• Wood, E. (1988). Math anxiety and elementary teachers: What does research tell us? For the Learning of Mathematics, 86, 8-13.
• Yazici, E. y Ertekin, E. (2010). Gender Differences of Elementary Prospective Teachers in Mathematical Beliefs and Mathematics Teaching Anxiety. International Journal of Human and Social Sciences 5:9, 610-613
• Zakaria, E. y Nordin, N.M. (2008) The Effects of Mathematics Anxiety on Matriculation Students as Related to Motivation and Achievement. Eurasia Journal of Mathematics, Science & Technology Education 4 (1), 27-30