CIAE Universidad de Chile / Publicaciones académicas

+56 22978 2762 contacto@ciae.uchile.cl

Publicaciones académicas

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Valoyes, L.

(2019).

On the making of a new mathematics teacher: professional development, subjectivation, and resistance to change.

Educational Studies in Mathematics,

(100),

177-191.

https://doi.org/10.1007/s10649-018-9869-5

Jadue, D.; Whitebread, D.; Gareca GuzmÃ¡n B.

(2018).

Methodological issues in representing children’s perspectives in transition research.

European Early Childhood Education Research Journal,

(26),

760-779.

https://doi.org/10.1080/1350293X.2018.1522764

Ronderos C.R.; MÃ¼nster K.; Guerra, E.; Kreysa H.; RodrÃguez A.; KrÃ¶ger J.; Kluth T.; Burigo M.; Abashidze D.; Nunnemann E.; Knoeferle P.

(2018).

Eye tracking during visually situated language comprehension: Flexibility and limitations in uncovering visual context effects.

Journal of Visualized Experiments,

(),

-.

https://doi.org/10.3791/57694

Galdames, Sergio.; Montecinos, C.; Campos, Fabián.; Ahumada, L.; Leiva, María Verónica.

(2018).

Novice principals in Chile mobilizing change for the first time: Challenges and opportunities associated with a schools readiness for change.

EDUCATIONAL MANAGEMENT ADMINISTRATION AND LEADERSHIP,

(46),

318-338.

https://doi.org/10.1177/1741143217707520

Giaconi, V.; Perdomo-Diaz, Josefa.; Cerda, Gamal.; Saadati, F.

(2018).

Teaching practices, self-efficacy and value with regard to problem solving in mathematics: design and validation of a questionnaire.

Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas,

(36),

99-120.

https://doi.org/10.5565/rev/ensciencias.2351

Mizala, A.

(2018).

Brecha de género frente a la generación de conocimientos.

Anales de la Universidad de Chile,

(14),

125-150.

Martínez, M.; Balboa, R.; Berger, B.

(2018).

¿Qué observar para enriquecer el aula de matemática?.

Revista UNO,

(83),

39-44.

Saadati, F.; Chandia, Eugenio.; Ruiz, N.

(2018).

Pedagogical problem solving knowledge of chilean mathematics teachers and instructional reflection.

Proceeding PME,

(0),

0-0.

Sotomayor, Josefina.; Valenzuela, JP.

(2018).

Rentabilidad de la educación superior técnica entregada por los Centros de Formación Técnica.

Revista Estudios de Políticas Públicas,

(7),

120-0.

https://doi.org/

Perdomo-Díaz, J.; Rojas, C.; Felmer, P.

(2018).

Problem solving as a teacher professional development strategy: tensions affecting teachers.

EDUCATIO SIGLO XXI,

(36),

101-122.

https://doi.org/10.6018/j/349931

Felipe Droguett.; Celis, S.

(2018).

Influencia del contexto institucional en el trabajo de los profesores de matemáticas en la educación superior técnico-profesional en Chile.

ESTUDIOS PEDAGOGICOS (VALDIVIA),

(44),

235-252.

https://doi.org/10.4067/S0718-07052018000300235

Montecinos, C.; Castro, G.; Diaz, R.; Manriquez, L.; Edwards, A.

(2018).

Inter professional work in schools: changing trajectories of vulnerability to school dropout among secondary students.

RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa,

(24),

0-0.

https://doi.org/10.7203/relieve.24.2.13386

Mejias P.P.; Chiappa R.; GuzmÃ¡n-Valenzuela C.

(2018).

Privileging the privileged: The effects of international university rankings on a Chilean fellowship program for graduate studies abroad.

Social Sciences,

(7),

0-0.

https://doi.org/10.3390/socsci7120243

Cerda, G.; Aragon, E.; Pérez, C.; Navarro, JI.; Aguilar, M.

(2018).

The Open Algorithm Based on Numbers (ABN) Method: An Effective Instructional Approach to Domain-Specific Precursors o f Arithmetic Development.

FRONTIERS IN PSYCHOLOGY,

(9),

0-0.

https://doi.org/10.3389/fpsyg.2018.01811

Alvarado, H.; Estrella, S.; Retamal, L.; Galindo, M.

(2018).

PROBABILISTIC INTUITIONS IN ENGINEERING STUDENTS: IMPLICATIONS FOR THE TEACHING OF PROBABILITY.

REVISTA LATINOAMERICANA DE INVESTIGACION EN MATEMATICA EDUCATIVA-RELIME,

(21),

0-0.

https://doi.org/10.12802/relime.18.2121

Mesquita L.; SÃ¡nchez J.; Andrade R.M.C.

(2018).

Cognitive impact evaluation of multimodal interfaces for blind people: Towards a systematic review.

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),

(10907 LNCS),

365-384.

https://doi.org/10.1007/978-3-319-92049-8_27

Rocha FaÃ§anha A.; Carneiro AraÃºjo M.C.; Viana W.; SÃ¡nchez J.

(2018).

M2TA - Mobile mouse touchscreen accessible for users with motor disabilities.

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics),

(10907 LNCS),

273-286.

https://doi.org/10.1007/978-3-319-92049-8_20

Chen, O.; Castro-Alonso, J.C.; Paas F.; Sweller, J.

(2018).

Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials.

FRONTIERS IN PSYCHOLOGY,

(9),

0-0.

https://doi.org/10.3389/fpsyg.2018.01483

Gómez, D.; Dartnell, P.

(2018).

Middle Schoolers’ Biases and Strategies in a Fraction Comparison Task.

International Journal of Science and Mathematics Education,

(on line),

on line-on line.

https://doi.org/10.1007/s10763-018-9913-z

Pérez, C.; Cerda, G.; González, I.,.

(2018).

El método ABN como articulador efectivo de aprendizajes matemáticos en la infancia. Experiencias en profesores y profesoras de ciclo inicial en Chile.

Journal of Educational; Cultural and Pschychological Studies,

(),

75-96.

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