{"id":16865,"date":"2022-12-06T13:21:37","date_gmt":"2022-12-06T17:21:37","guid":{"rendered":"https:\/\/cie.uprrp.edu\/elicit-math\/?page_id=16865"},"modified":"2022-12-08T14:01:01","modified_gmt":"2022-12-08T18:01:01","slug":"relme-35-2022","status":"publish","type":"page","link":"https:\/\/cie.uprrp.edu\/elicit-math\/conferencias\/relme-35-2022\/","title":{"rendered":"RELME 35 (2022)"},"content":{"rendered":"<p><a href=\"https:\/\/clame-relme.org\/\"><br \/>\n\t\t\t\t\t\t\t<img decoding=\"async\" width=\"251\" height=\"257\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme.png\" alt=\"RELME35 Afiche\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a><\/p>\n<p style=\"text-align: center;\"><a href=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/7.-Programa-General-RELME-35.pdf\"><strong>Programa General &#8211; RELME 35<\/strong><\/a><\/p>\n<h3>Desarrollo de la capacidad de observaci\u00f3n profesional de los futuros maestros de matem\u00e1ticas<\/h3>\n<p><strong>Como citar: <\/strong>Hern\u00e1ndez-Rodr\u00edguez, O., Villafa\u00f1e-Cepeda, W., Moreno-Concepci\u00f3n, J. M., &amp; Choque-Dextre, Y. (2022, julio 4). <em>Desarrollo de la capacidad de observaci\u00f3n profesional de los futuros maestros de matem\u00e1ticas<\/em> [Reporte de Investigaci\u00f3n]. Reuni\u00f3n Latinoamericana de Matem\u00e1tica Educativa (RELME) 35, Santo Domingo, Rep\u00fablica Dominicana.<\/p>\n<p>Se investig\u00f3 c\u00f3mo las actividades de un curso de m\u00e9todos de ense\u00f1anza de las matem\u00e1ticas, combinadas con experiencias de campo ayudan a fortalecer la capacidad de observaci\u00f3n profesional de los futuros maestros de matem\u00e1ticas. Los participantes estudiaron aspectos te\u00f3ricos sobre el desarrollo de la proficiencia matem\u00e1tica y posteriormente observaron c\u00f3mo se manifestaron en las clases de sus maestros cooperadores. Utilizaron tres instrumentos para reportar las observaciones de: comprensi\u00f3n matem\u00e1tica, fluidez de los procesos y competencia estrat\u00e9gica (Kilpatrick et al., 2001). Los hallazgos indican que mejoraron su capacidad de observaci\u00f3n, y fueron m\u00e1s proficientes en la descripci\u00f3n y en la explicaci\u00f3n.<\/p>\n<p>                                            <iframe style=\"width: 800px;height: 462px; max-width:100%; display: inline-block\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/plugins\/embedpress\/assets\/pdf\/web\/viewer.html?file=https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/Presentacion-RELME-35-2022.pdf#zoom=page-width\"  frameborder=\"0\"><\/iframe><\/p>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme2-500x560.jpg\" title=\"relme2\" alt=\"Inicio de la RELME 35\" \/><figcaption>Inicio de la RELME 35<\/figcaption><\/figure>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"416\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme3-1024x666.jpg\" alt=\"Foto grupal Juventud CLAME (foto tomada de la p\u00e1gina de Facebook de Juventud CLAME)\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme3-1024x666.jpg 1024w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme3-300x195.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme3-768x499.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme3.jpg 1174w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><figcaption>Foto grupal Juventud CLAME<br \/>\n(foto tomada de la p\u00e1gina de Facebook de Juventud CLAME)<\/figcaption><\/figure>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"416\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme4-1024x665.jpg\" alt=\"Foto grupal Coctel de Bienvenida (foto cortes\u00eda de Joalkys Cuevas)\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme4-1024x665.jpg 1024w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme4-300x195.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme4-768x499.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme4.jpg 1209w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><figcaption>Foto grupal Coctel de Bienvenida<br \/>\n(foto cortes\u00eda de Joalkys Cuevas)<\/figcaption><\/figure>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"435\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme5-1024x696.jpg\" alt=\"Presentaci\u00f3n del Reporte de Investigaci\u00f3n 120\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme5-1024x696.jpg 1024w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme5-300x204.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme5-768x522.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme5.jpg 1280w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><figcaption>Presentaci\u00f3n del Reporte de Investigaci\u00f3n 120<\/figcaption><\/figure>\n<p>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"876\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme6-748x1024.jpg\" alt=\"Durante la presentaci\u00f3n\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme6-748x1024.jpg 748w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme6-219x300.jpg 219w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme6-768x1052.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme6-1122x1536.jpg 1122w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme6.jpg 1280w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"876\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme7-748x1024.jpg\" alt=\"Durante la presentaci\u00f3n\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme7-748x1024.jpg 748w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme7-219x300.jpg 219w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme7-768x1051.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme7-1122x1536.jpg 1122w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme7.jpg 1280w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><br \/>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"875\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme8-749x1024.jpg\" alt=\"Durante la presentaci\u00f3n\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme8-749x1024.jpg 749w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme8-219x300.jpg 219w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme8-768x1051.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme8-1123x1536.jpg 1123w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme8.jpg 1280w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"416\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme9-1024x665.jpg\" alt=\"Participaci\u00f3n del Curso Corto 202 (foto cortes\u00eda de Joalkys Cuevas)\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme9-1024x665.jpg 1024w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme9-300x195.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme9-768x499.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme9.jpg 1280w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><figcaption>Participaci\u00f3n del Curso Corto 202<br \/>\n(foto cortes\u00eda de Joalkys Cuevas)<\/figcaption><\/figure>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"416\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme10-1024x665.jpg\" alt=\"Reconocimiento\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme10-1024x665.jpg 1024w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme10-300x195.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme10-768x498.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme10.jpg 1174w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><figcaption>Reconocimiento como Hu\u00e9sped Distinguido a la delegaci\u00f3n de Puerto Rico por su participaci\u00f3n en la RELME 35, entregado por el Ayuntamiento de la Ciudad de Santo Domingo<br \/>\n(foto cortes\u00eda de Joalkys Cuevas)<\/figcaption><\/figure>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"416\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme11-1024x665.jpg\" alt=\"Participaci\u00f3n de la Comunicaci\u00f3n Breve 55 (foto cortes\u00eda de Joalkys Cuevas)\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme11-1024x665.jpg 1024w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme11-300x195.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme11-768x499.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme11.jpg 1280w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><figcaption>Participaci\u00f3n de la Comunicaci\u00f3n Breve 55<br \/>\n(foto cortes\u00eda de Joalkys Cuevas)<\/figcaption><\/figure>\n<figure>\n\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"640\" height=\"416\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme12-1024x665.jpg\" alt=\"Participaci\u00f3n de la Comunicaci\u00f3n Breve 55 (foto cortes\u00eda de Joalkys Cuevas)\" loading=\"lazy\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme12-1024x665.jpg 1024w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme12-300x195.jpg 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme12-768x499.jpg 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/relme12.jpg 1280w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\" \/><figcaption>Participaci\u00f3n de la Comunicaci\u00f3n Breve 55<br \/>\n(foto cortes\u00eda de Joalkys Cuevas)<\/figcaption><\/figure>\n<div class=\"ose-youtube ose-uid-0a0b88ae24f24a0db3119e44327a0e92 ose-embedpress-responsive\" style=\"width:730px; height:400px; max-height:400px; max-width:100%; display:inline-block;\" data-embed-type=\"Youtube\"><iframe loading=\"lazy\" allowFullScreen=\"true\" title=\"ACTO INAUGURAL TRIGESIMA QUINTA REUNION LATINOAMERICANA DE MATEMA\u0301TICA EDUCATIVA RELME 35\" width=\"730\" height=\"400\" src=\"https:\/\/www.youtube.com\/embed\/E5H8vV7DUTI?feature=oembed&color=red&rel=0&controls=1&start=&end=&fs=0&iv_load_policy=0&autoplay=0&mute=0&modestbranding=0&cc_load_policy=1&playsinline=1\" frameborder=\"0\" allow=\"accelerometer; encrypted-media;accelerometer;autoplay;clipboard-write;gyroscope;picture-in-picture clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<p style=\"text-align: center;\"><strong>Acto Inaugural de la RELME 35<\/strong><\/p>\n<div class=\"ose- ose-uid-cd3dc08ab648b87d272e03cc8f6ec1e0 ose-embedpress-responsive\" style=\"width:600px; height:400px; max-height:400px; max-width:100%; display:inline-block;\" data-embed-type=\"Facebook\"><iframe loading=\"lazy\" allowFullScreen=\"true\" class=\"embera-facebook-iframe-cd3dc\" src=\"https:\/\/www.facebook.com\/plugins\/post.php?href=https%3A%2F%2Fwww.facebook.com%2FuniversidadUASD%2Fvideos%2Fconferencia-plenaria-3-relme-35%2F1215370229279810%2F&width=600&height=400&show_text=true\" width=\"600\" height=\"400\" style=\"border:none;overflow:hidden\" scrolling=\"no\" frameborder=\"0\" allowTransparency=\"true\"><\/iframe><\/div>\n<p><strong>Conferencia Plenaria 3: LA PROFESIONALIZACIO\u0301N O CONSOLIDACIO\u0301N DISCIPLINAR DE CLAME: RETOS Y PERSPECTIVAS<\/strong><\/p>\n<p>Por: Dra. Olga Lidia Pe\u0301rez Gonza\u0301lez (Presidenta CLAME; Jefe de Grupo de Investigaciones de Matem\u00e1tica Educatuva; Coordinadora de la Maestr\u00eda en Ense\u00f1anza de la Matem\u00e1tica en la Universidad de Camagu\u0308ey, Cuba)<\/p>\n<div class=\"ose- ose-uid-1f5f62817680d4ce81ace4bc5cd94ba5 ose-embedpress-responsive\" style=\"width:600px; height:400px; max-height:400px; max-width:100%; display:inline-block;\" data-embed-type=\"Facebook\"><iframe loading=\"lazy\" allowFullScreen=\"true\" class=\"embera-facebook-iframe-1f5f6\" src=\"https:\/\/www.facebook.com\/plugins\/post.php?href=https%3A%2F%2Fwww.facebook.com%2FuniversidadUASD%2Fvideos%2Fsaconferencia-plenaria-4-relme-35%2F566345394930274%2F&width=600&height=400&show_text=true\" width=\"600\" height=\"400\" style=\"border:none;overflow:hidden\" scrolling=\"no\" frameborder=\"0\" allowTransparency=\"true\"><\/iframe><\/div>\n<p><strong>Conferencia Plenaria 4: UN MOVIMIENTO, UN PROGRAMA Y UNA TEORI\u0301A LATINOAMERICANA. EL LEGADO DE RICARDO CANTORAL EN LA MATEMA\u0301TICA EDUCATIVA EN EL MUNDO<\/strong><\/p>\n<p>Por: Dr. Francisco Cordero Osorio (Centro de Investigacio\u0301n y Estudios Avanzados del IPN, Me\u0301xico)<\/p>\n<h3>Referencias<\/h3>\n<p>Amador, J. M., &amp; Carter, I. S. (2016). Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study. <em>Journal for Mathematics Teacher Education, 21<\/em>, 5-34. <a href=\"http:\/\/doi.org\/10.1007\/s10857-016-9347-x\">http:\/\/doi.org\/10.1007\/s10857-016-9347-x<\/a><\/p>\n<p>Bakeman, R., y Gottman, J. M. (1989). <em>Observaci\u00f3n de la interacci\u00f3n: Introducci\u00f3n al an\u00e1lisis secuencial<\/em>. Morata.<\/p>\n<p>Ball, D. L., Thames, M. H., &amp; Phelps, G. (2008). Content knowledge for teaching: What makes it special? <em>Journal of Teacher Education, 59<\/em>(5), 389-407. <a href=\"https:\/\/doi.org\/10.1177\/0022487108324554\">https:\/\/doi.org\/10.1177\/0022487108324554<\/a><\/p>\n<p>Blomberg, G., St\u00fcrmer, K., &amp; Seidel, T. (2011). How pre-service teachers observe teaching on video: Effects of viewers\u2019 teaching subjects and the subject of the video. <em>Teaching and Teacher Education, 27<\/em>(7), 1131-1140. <a href=\"https:\/\/doi.org\/10.1016\/j.tate.2011.04.008\">https:\/\/doi.org\/10.1016\/j.tate.2011.04.008<\/a><\/p>\n<p>Creswell, J. W. (2012). <em>Educational research, planning, conducting and evaluating quantitative and qualitative research<\/em>. (4ta ed.). Pearson.<\/p>\n<p>Hammerness, K., Darling-Hammond, L., Grossman, P., Rust, F., &amp; Shulman, L. (2005). The design of teacher education programs. En L. Darling-Hammond and J. Bransford (Eds.), <em>Preparing teachers for a changing world: What teachers should learn and be able to do<\/em> (pp. 390-441).<\/p>\n<p>Dorsch, F. (1985). <em>Diccionario de psicolog\u00eda<\/em>. Editorial Herder.<\/p>\n<p>Fraenkel, J., Wallen, N., &amp; Hyun, H. H. (2012). <em>How to design and evaluate research in education<\/em>. (8va. ed.). McGraw Hill.<\/p>\n<p>Gleason, J., Livers, S. D., &amp; Zelkowski, J. (2015). <em>Mathematics classroom observation protocol for practices: Descriptors manual<\/em>. Recuperado de <a href=\"http:\/\/jgleason.people.ua.edu\/mcop2.html\">http:\/\/jgleason.people.ua.edu\/mcop2.html<\/a><\/p>\n<p>Grossman, P., Compton, C., Igra, D., Ronfeldt, E. Shahan, E., &amp; Williamson, P. (2009). Teaching practice: A cross-professional perspective. <em>Teachers College Record, 111<\/em>(9), 2055-2100. <a href=\"https:\/\/doi.org\/10.1177\/016146810911100905\">https:\/\/doi.org\/10.1177\/016146810911100905<\/a><\/p>\n<p>Jackson, B., Rice, L., &amp; Noblet, K. (2011). What do we see? Real time assessment of middle and secondary teachers\u2019 pedagogical content knowledge. En S. Brown, S., Larsen, K. Marrongelle, &amp; M. Oehrtman (Eds.), <em>Proceedings of the 14th Annual Conference on Research in Undergraduate Mathematics Education<\/em>, Vol. 4, pp. 103-108. Portland, Oregon. <a href=\"http:\/\/sigmaa.maa.org\/rume\/RUME_XIV_Proceedings_Volume_4.pdf\">http:\/\/sigmaa.maa.org\/rume\/RUME_XIV_Proceedings_Volume_4.pdf<\/a><\/p>\n<p>Kilpatrick, J., Swafford, J., &amp; Findell, B. (Eds). (2001). <em>Adding it Up: Helping Children Learn Mathematics<\/em>. National Academy Press.<\/p>\n<p>Koehler, M. J., &amp; Mishra, P. (2009). What is technological pedagogical content knowledge? <em>Contemporary Issues in Technology and Teacher Education, 9<\/em>(1), 60-70. <a href=\"https:\/\/www.learntechlib.org\/primary\/p\/29544\/\">https:\/\/www.learntechlib.org\/primary\/p\/29544\/<\/a><\/p>\n<p>Matthews, M. E., Hlas, C. S., &amp; Finken, T. M. (2009). Using lesson study and four column lesson planning with preservice teachers. <em>Mathematics Teacher, 102<\/em>(7), 504-508. <a href=\"https:\/\/doi.org\/10.5951\/MT.102.7.0504\">https:\/\/doi.org\/10.5951\/MT.102.7.0504<\/a><\/p>\n<p>Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., &amp; Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The reformed teaching observation protocol. <em>School Science &amp; Mathematics, 102<\/em>(6), 245-253. <a href=\"https:\/\/doi.org\/10.1111\/j.1949-8594.2002.tb17883.x\">https:\/\/doi.org\/10.1111\/j.1949-8594.2002.tb17883.x<\/a><\/p>\n<p>Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. <em>Educational Researcher, 15<\/em>(2), 4-14. <a href=\"https:\/\/doi.org\/10.3102\/0013189X015002004\">https:\/\/doi.org\/10.3102\/0013189X015002004<\/a><\/p>\n<p>Seidel, T., &amp; St\u00fcrmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. <em>American Educational Research Journal, 51<\/em>(4), 771-739. <a href=\"https:\/\/doi.org\/10.3102%2F0002831214531321\">https:\/\/doi.org\/10.3102%2F0002831214531321<\/a><\/p>\n<p>van Es, E. A., &amp; Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers\u2019 interpretations of classroom interactions. <em>Journal of Technology and Teacher Education, 10<\/em>(4), 571-596. <a href=\"https:\/\/www.researchgate.net\/publication\/252692170_Learning_to_Notice_Scaffolding_New_Teachers'_Interpretations_of_Classroom_Interactions\">https:\/\/www.researchgate.net\/publication\/252692170_Learning_to_Notice_Scaffolding_New_Teachers&#8217;_Interpretations_of_Classroom_Interactions<\/a><\/p>\n<p>Zaragoza, A., Seidel, T., &amp; Hiebert, J. (2021). Exploring preservice teachers\u2019 abilities to connect professional knowledge with lesson planning and observation. <em>European Journal of Teacher Education<\/em>. <a href=\"https:\/\/doi.org\/10.1080\/02619768.2021.1996558\">https:\/\/doi.org\/10.1080\/02619768.2021.1996558<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Programa General &#8211; RELME 35 Desarrollo de la capacidad de observaci\u00f3n profesional de los futuros maestros de matem\u00e1ticas Como citar: Hern\u00e1ndez-Rodr\u00edguez, O., Villafa\u00f1e-Cepeda, W., Moreno-Concepci\u00f3n, J. M., &amp; Choque-Dextre, Y. (2022, julio 4). Desarrollo de la capacidad de observaci\u00f3n profesional &hellip; <\/p>\n","protected":false},"author":10,"featured_media":0,"parent":16794,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-16865","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>RELME 35 (2022) - ELICIT-Math<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cie.uprrp.edu\/elicit-math\/conferencias\/relme-35-2022\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"RELME 35 (2022) - ELICIT-Math\" \/>\n<meta property=\"og:description\" content=\"Programa General &#8211; RELME 35 Desarrollo de la capacidad de observaci\u00f3n profesional de los futuros maestros de matem\u00e1ticas Como citar: Hern\u00e1ndez-Rodr\u00edguez, O., Villafa\u00f1e-Cepeda, W., Moreno-Concepci\u00f3n, J. 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