Early Childhood Teachers’ Professional Competence in Mathematics, de Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts y Lars Jenssen (eds.)
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oct 1, 2024
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Dionicio García, E. (2024). Early Childhood Teachers’ Professional Competence in Mathematics, de Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts y Lars Jenssen (eds.). Perfiles Educativos, 46(186), 191–196. https://doi.org/10.22201/iisue.24486167e.2024.186.61424
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
© 2020 Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación. Este es un artículo Open Access bajo la licencia CC BY-NC-ND (http://creativecommons.org/licenses/by-nc-nd/4.0/).
Citas
Blömeke, Sigrid, Jan-Eric Gustafsson y Richard J. Shavelson (2015). Beyond Dichotomies. Competence Viewed as a Continuum. Zeitschrift Für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194
Claessens, Amy y Mimi Engel (2013). How Important Is Where You Start? Early Mathematics Knowledge and Later School Success. Teachers College Record, 115, 29. https://doi.org/10.1177/016146811311500603
Kamii, Constance, Judith Rummelsburg y Amy Kari (2005). Teaching arithmetic to low-performing, low-SES first graders. Journal of Mathematical Behavior, 24, 39–50. https://doi.org/10.1016/j.jmathb.2004.12.004
Levine, Susan. C., y Nancy Pantoja (2021). Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. Developmental Review, 62. https://doi.org/10.1016/j.dr.2021.100997
Organización para la Cooperación y el Desarrollo Económicos (OCDE) (2021). Starting Strong VI. Supporting Meaningful Interactions in Early Childhood Education and Care. OCDE. https://doi.org/10.1787/f47a06ae-en
Claessens, Amy y Mimi Engel (2013). How Important Is Where You Start? Early Mathematics Knowledge and Later School Success. Teachers College Record, 115, 29. https://doi.org/10.1177/016146811311500603
Kamii, Constance, Judith Rummelsburg y Amy Kari (2005). Teaching arithmetic to low-performing, low-SES first graders. Journal of Mathematical Behavior, 24, 39–50. https://doi.org/10.1016/j.jmathb.2004.12.004
Levine, Susan. C., y Nancy Pantoja (2021). Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. Developmental Review, 62. https://doi.org/10.1016/j.dr.2021.100997
Organización para la Cooperación y el Desarrollo Económicos (OCDE) (2021). Starting Strong VI. Supporting Meaningful Interactions in Early Childhood Education and Care. OCDE. https://doi.org/10.1787/f47a06ae-en