CIAE Universidad de Chile / Publicaciones académicas

+56 22978 2762 contacto@ciae.uchile.cl

Publicaciones académicas

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Navarro, F.

(2017).

Escribir a través del currículo.

Textos de didáctica de la lengua y de la literatura,

(N/A),

22-27.

Cabello, V.; Topping, K.; Taylor, N.

(2017).

Evaluación formativa entre pares en formación inicial de profesores: una experiencia de cambio en relación a las concepciones sobre explicaciones.

Revista Sul Americana de Psicología,

(5),

1-25.

Castro, D.; Valeska Amor.; David Maximiliano Gómez.; Dartnell, P.

(2017).

Contribución de los Componentes de la Memoria de Trabajo a la Eficiencia en Aritmética Básica Durante la Edad Escolar.

Psykhe,

(26),

-.

https://doi.org/10.7764/psykhe.26.2.1141

Cerda Etchepare, Gamal.; Salazar Llanos, Yasna.; Sáez Carrillo, Katia.; Pérez Wilson, Carlos.; Casas, José A.

(2017).

Impacto de la percepción de los estudiantes respecto de la convivencia escolar sobre su rendimiento académico en Matemáticas.

Psychology; Society; & Education,

(9),

147-.

https://doi.org/10.25115/psye.v9i1.470

Araújo M.C.C.; Façanha A.R.; Darin T.G.R.; Sánchez J.; Andrade R.M.C.; Viana W.

(2017).

Mobile audio games accessibility evaluation for users who are blind.

Lecture Notes in Computer Science,

(10278),

242-259.

https://doi.org/10.1007/978-3-319-58703-5_18

Estrella, S.; Olfos, R.; Morales, S.; Vidal-Szabo, P.

(2017).

PRIMARY SCHOOL STUDENTS' ARGUMENTS REGARDING EXTERNAL DATA REPRESENTATIONS: LOGICAL, NUMERICAL, AND GEOMETRIC COMPONENTS.

REVISTA LATINOAMERICANA DE INVESTIGACION EN MATEMATICA EDUCATIVA-RELIME,

(20),

345-370.

https://doi.org/10.12802/relime.17.2034

Sotomayor, C.; Coloma, C.; Chaf, G.; Osorio, Gabriela.; Jéldrez, E.

(2017).

Grammar and writing in Hispanic American countries and Spain.

Research Papers in Education,

(),

1-15.

https://doi.org/10.1080/02671522.2017.1390596

Benavides-Varela, Silvia.; Siugzdaite, Roma.; Gómez, D.; Macagno, Francesco.; Cattarossi, Luigi.; Mehler, Jacques.

(2017).

Brain regions and functional interactions supporting early word recognition in the face of input variability.

Proceedings of the National Academy of Sciences of the United States of America,

(114),

7588-7593.

https://doi.org/10.1073/pnas.1617589114

Navarrete, JA.; Dartnell, P.

(2017).

Towards a category theory approach to analogy: Analyzing re-representation and acquisition of numerical knowledge.

PLOS COMPUTATIONAL BIOLOGY,

(13),

e1005683-.

https://doi.org/10.1371/journal.pcbi.1005683

Caballero D.; Araya, R.; Kronholm H.; Viiri J.; Mansikkaniemi A.; Lehesvuori S.; Virtanen T.; Kurimo M.

(2017).

ASR in classroom today: Automatic visualization of conceptual network in science classrooms.

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

(10474 LNCS),

541-544.

https://doi.org/10.1007/978-3-319-66610-5_58

Mizala, A.; Torche, F.

(2017).

Means-Tested School Vouchers and Educational Achievement: Evidence from Chile's Universal Voucher System.

ANNALS OF THE AMERICAN ACADEMY OF POLITICAL AND SOCIAL SCIENCE,

(674),

163-183.

https://doi.org/10.1177/0002716217732033

Silva, M.; Cain, Kate.

(2017).

The use of questions to scaffold narrative coherence and cohesion.

Journal of Research in Reading,

(),

-.

https://doi.org/10.1111/1467-9817.12129

Isoda, M.; Araya, R.; Eddy, C.; Matney, G.; Williams, J.; Calfucura, P.; Aguirre, C.; Becerra, P.; Gormaz, R.; Soto-Andrade, J.; Noine, T.; Mena, A.; Olfos, R.; Baldin, Y.; Malaspina, U.

(2017).

Teaching Energy Efficiency: A Cross-Border Public Class and Lesson Study in STEM.

Interaction Design and Architecture(s) Journal - IxD&A,

(35),

7-31.

Perdomo-Díaz, Josefa.; Felmer, P.; Randolph, Valeria.; González, Guillermo.

(2017).

Problem Solving as a Professional Development Strategy for Teachers: A Case Study with Fractions.

EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION,

(13),

987-999.

https://doi.org/10.12973/eurasia.2017.00653a

Barraza, P.; Avaria, R.; Leiva, I.

(2017).

The role of attentional networks in the access to the numerical magnitude of fractions in adults / El rol de las redes atencionales en el acceso a la magnitud numérica de fracciones en adultos.

Estudios de Psicologia,

(38),

495-522.

https://doi.org/10.1080/02109395.2017.1295575

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

(2017).

Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect.

EDUCATIONAL PSYCHOLOGY REVIEW,

(30),

1-19.

https://doi.org/10.1007/s10648-017-9426-2

Guzmán-Valenzuela, Carolina.

(2017).

Universities, knowledge and pedagogical configurations: Glimpsing the complex university.

Educational Philosophy and Theory,

(),

1-13.

https://doi.org/10.1080/00131857.2017.1313717

Cerda, Gamal.; Romera, Eva M.; Casas, José A.; Pérez, C.; Ortega Ruiz, Rosario.

(2017).

INFLUENCIA DE VARIABLES COGNITIVAS Y MOTIVACIONALES EN EL RENDIMIENTO ACADÉMICO EN MATEMÁTICAS EN ESTUDIANTES CHILENOS.

Educación XX1,

(20),

0-0.

https://doi.org/10.5944/educxx1.19052

Marrero, Hipólito.; Urrutia, M.; Beltrán, David.; Gámez, Elena.; Díaz, José M.

(2017).

Understanding approach and avoidance in verbal descriptions of everyday actions: An ERP study.

Cognitive; Affective and Behavioral Neuroscience,

(17),

612-624.

https://doi.org/10.3758/s13415-017-0500-5

Coloma, C.; Mendoza, Elvira.; Carballo, Gloria.

(2017).

Desempeño gramatical y narrativo en niños con Trastorno Específico del Lenguaje.

Circulo de Linguistica Aplicada a la Comunicacion,

(),

67-90.

https://doi.org/10.5209/CLAC.55314

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