CIAE Universidad de Chile / Publicaciones académicas relacionadas con el Área de Investigación: Enseñanza y aprendizaje

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Publicaciones académicas relacionadas con el Área de Investigación: Enseñanza y aprendizaje

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Caballero, Daniela.; Pikkarainen, Toni.; Viiri, Jouni.; Araya, R.; Espinoza, Catalina.

(2019).

Análisis automático de redes del discurso del profesor.

Proceedings ESERA 19,

(00),

00-00.

Navarro, F.

(2019).

The language of educational linguistics in Hispanic Latin America.

Language; Context and Text. The Social Semiotics Forum,

(1),

121-147.

https://doi.org/10.1075/langct.00006.nav

Navarro, F.; Ávila Reyes, Natalia.; Gómez, G.

(2019).

Validez y Justicia: hacia una evaluación significativa en pruebas estandarizadas de escritura.

Meta: Avaliacao,

(11),

1-35.

https://doi.org/10.22347/2175-2753v11i31.2045

Navarro, F.

(2019).

Contributions to a genre-based academic writing pedagogy.

DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada,

(35),

e2019350201-0.

https://doi.org/10.1590/1678-460x2019350201

Aragon, Estibaliz.; Cerda, Gamal.; Delgado, Candida.; Aguilar, Manuel.; Navarro, Jose I.

(2019).

Individual differences in general and specific cognitive precursors in early mathematical learning.

PSICOTHEMA,

(31),

156-162.

https://doi.org/10.7334/psicothema2018.306

Ordin, Mikhail.; Polyanskaya, Leona.; Maximiliano Gomez, David.; Samuel, Arthur G.

(2019).

The Role of Native Language and the Fundamental Design of the Auditory System in Detecting Rhythm Changes.

JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH,

(62),

835-852.

https://doi.org/10.1044/2018_JSLHR-S-18-0299

Darragh L.; Valoyes, L.

(2019).

Blurred lines: producing the mathematics student through discourses of special educational needs in the context of reform mathematics in Chile.

Educational Studies in Mathematics,

(0),

0-0.

https://doi.org/10.1007/s10649-018-9875-7

Daniels, Harry.; Tse, Hau Ming.; Ortega, L.; Stables, Andrew.; Cox, Sarah.

(2019).

Changing schools: a study of primary secondary transfer using Vygotsky and Bernstein.

BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION,

(0),

0-0.

https://doi.org/10.1080/01425692.2019.1601546

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

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.

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

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

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

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

Sotomayor, C.; Natalia Ávila.; Percy Bedwell.; Ana Domínguez.; Gómez, G.; Jéldrez, E.

(2017).

Desempeño ortográfico de estudiantes chilenos: claves para la enseñanza de la ortografía.

Estudios pedagógicos (Valdivia),

(43),

315-332.

https://doi.org/10.4067/S0718-07052017000200017

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

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

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

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