Hipatiaa hypermedia learning environment in mathematics

Referencias bibliográficas

• Al-Qirim, N. (2011). Determinants of interactive white board success in teaching in higher education institutions. Computers & Education, 56(3), 827-838. doi: 10.1016/j.compedu.2010.10.024
• Andrade-Aréchiga, M., López, G., & López-Morteo, G. (2012). Assessing effectiveness of learning units under the teaching unit model in an undergraduate mathematics course. Computers & Education, 59(2), 594-606. doi: 10.1016/j.compedu.2012.03.010
• Artino A., & Stephens, J. (2009). Academic motivation and self-regulation: a comparative analysis of undergraduate and graduate students learning online. Internet and Higher Education, 12(3), 146-151. doi: 10.1016/j.iheduc.2009.02.001
• Azevedo, R., & Aleven, V. (Eds.). (2013). International handbook of metacognition and learning technologies. Amsterdam, The Netherlands: Springer
• Azevedo, R., Moos, D.C., Johnson, A.M., & Chauncey, A.D. (2010). Measuring cognitive and metacognitive regulatory processes during hypermedia learning: Issues and challenges. Educational Psychologist, 45(4), 210-223. doi: 10.1080/00461520.2010.515934
• Azevedo, R., Witherspoon, A., Graesser, A. C., McNamara, D. S., Chauncey, A., Siler,… & Lintean, M. (2009). MetaTutor: Analyzing self-regulated learning in a tutoring system for biology. In V. Dimitrova, B. Mizoguchi, B. du Boulay y A.C. Graesser (Eds.), Artificial intelligence in education; Building learning systems that care; from knowledge representation to affective modeling (pp. 635-637). Amsterdam, The Netherlands: IOS Press
• Barca-Lozano, A., Almeida, L.S., Porto-Rioboo, A.M., Peralbo-Uzquiano, M.P., & Brenlla-Blanco, J.C. (2012). Motivación escolar y rendimiento: impacto de metas académicas, de estrategias de aprendizaje y autoeficacia. Anales de Psicología, 28(3), 848-859. doi: http://dx.doi.org/10.6018/analesps.28.3.156101
• Barnard, L., Lan, W.Y., To, Y.M., Paton, V., & Lai, S.H. (2009). Measuring self-regulation in online and blended learning environments. Internet and Higher Education, 12(1), 1-6. doi: 10.1016/j.iheduc.2008.10.005
• Brown, G. (2009). Review of education in mathematics, data science and quanti-tative disciplines. Report to the Group of Eight Universities.
• Cameron, J., Pierce, W.D., Banko, K.M., & Gear, A. (2005). Achieve-ment-based rewards and intrinsic motivation: A test cognitive mediators. Journal of Educational Psychology, 97(4), 641-655. doi: 10.1037/0022-0663.97.4.641
• Cerezo, R., Núñez, J.C., Rosário, P., Valle, A., Rodríguez, S., & Bernardo, A.B. (2010). New media for the promotion of self-regulated learning in higher education. Psicothema, 22(2), 306-315.
• Cueli, M., García, T., & González-Castro, P. (2013). Self-regulation and academic achievement in mathematics. Aula Abierta, 41(1), 39-48.
• Cueli, M., González-Castro, P., Álvarez, L., García T. y González-Pienda, J.A. (2014). Variables afectivo-motivaciones y rendimiento en matemáticas: Un análisis bidireccional. Revista Mexicana de Psicología, 31(2), 153-163.
• Cueli, M., González-Castro, P., Rodríguez, C., Núñez, J.C., & González-Pienda, J.A. (In press). Intervención sobre las variables afectivo-motivacionales relacionadas con el aprendizaje en matemáticas. Educación XX1
• Engel, A., & Onrubia, J. (2013). Estrategias discursivas para la construc-ción colaborativa del conocimiento en entornos virtuales de aprendizaje. Cultura y Educación, 25(1), 77-94. doi: 10.1174/113564013806309082
• Fernández, E., Bernardo, A., Suárez, N., Cerezo, R., Núñez, J.C., & Ro-sário, P. (2013). Prediction of use self-regulation strategies in higher education. Anales de Psicología, 29(3), 865-875. doi: http://dx.doi.org/10.6018/analesps.29.3.139341
• García, T., & González-Pienda, J. A. (2012). Evaluación del proceso de aprendizaje autorregulado en el área de las matemáticas mediante pizarras digitales. En J. Dulac-Ibergallartu y C. Alconada-Fernández (Eds.), III Congreso pizarra digital: publicación de comunicaciones (pp.85-92). Madrid: Ediciones Pizarratic.
• García-Beltrán, A., Martínez, R., Jaén, J.A., & Tapia, S. (2006). Self-assessment in virtual teaching and learning environments. Revista de Educación a Distancia, monográfico, M6, 1-14. Recuperado de http://www.um.es/ead/red/M6
• González-Pienda, J.A., Fernández-Cueli, M., García, T., Suárez, N., Tuero-Herrero, E., & Da Silva, E.H. (2012). Diferencias de género en actitudes hacia las matemáticas en la enseñanza obligatoria. Revista Iberoamericana de Psicología y Salud, 3(1), 55-73.
• Gros, B. (2002). Knowledge construction and technology. Journal of Educational Multimedia and Hypermedia, 11(4), 323-343.
• Hintsanen, M., Alatupa, S., Jokela, M., Lipsanen, J., Hintsa, T., & Leino, M. (2012). Associations of temperament traits and mathematics grades in adolescents are dependent on the rater but independent of motivation and cognitive ability. Learning and Individual Differences, 122(4), 490-497. doi: 10.1016/j.lindif.2012.03.006
• International Association for the evaluation of educational achievement IEA. (2011). Resultados de las pruebas PIRLS y TIMSS de 2011 en España. Madrid, Ministerio de Educación, Cultura y Deporte.
• Jackson, G.T., Boonthum, C., & McNamara, D.S. (2010). The Efficacy of Extended Practice with iSTART: Low Ability Students Catch up. In V. Aleven, J. Kay, & J. Mostow (Eds.), Intelligent Tutoring Systems. 10th International Conference part II (pp. 349-351). Pittsburgh: Springer.
• Kaput, J., & Hegedus, S. (2007). Technology becoming infrastructural in mathematics education. In R. Lesh, E. Hamilton, y J. Kaput (Eds.), Proceedings of the foundations for the future in mathematics and science (pp. 173–192). Mahwah, NJ: Lawrence Erlbaum.
• Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. Association for the Advancement of Computing in Education Journal, 16(1), 77-92.
• Kikas, E., Peets, K., Palu, A., & Afanasjev, J. (2009). The role of individ-ual and contextual factors in the development of math skills. Educational Psychology, 29(5), 541-560. doi: http://dx.doi.org/10.1080/01443410903118499.
• Koehler, M.J. (2002). Designing Case-Based Hypermedia for Developing Understanding of Children's Mathematical Reasoning. Cognition & Instruction, 20(2), 151-195. doi: 10.1207/S1532690XCI2002_2
• Kroesbergen, E.H., & Van Luit, J.E.H. (2003). Mathematics interventions for children with special educational needs. Remedial and Special Education, 24(2), 97-114.
• Kurby, C.A., Magliano, J.P., Dandotkar, S., Woehrle, J., Gilliam, S., & McNamara, D.S. (2012). Changing how students process and comprehend texts with computer-based self-explanation training. Journal of Educational Computing Research, 47(4), 429-459. doi: 10.2190/EC.47.4.e
• Lambic, D., & Lipkovski, A. (2012). Measuring the influence of stu-dents´attitudes on the process of acquiring knowledge in mathe-matics. Croatian Journal of Education-Hrvatski Casopis za Odgoji Obrazovanje, 14(1), 187-205.
• Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3-13. doi: 10.1016/j.compedu.2009.02.020
• Lee, C.H.M., Cheng, Y.W., Rai, S., & Depickere, A. (2005). What affect student cognitive style in the development of hypermedia learning system? Computers & Education, 45(1), 1-19. doi:10.1016/j.compedu.2004.04.006.
• Maccini, P., Gagnon, J.C., & Hughes, C.A. (2002). Technology-based practices for secondary students with learning disabilities. Learning Desability Quarterly, 25(4), 247-261. doi: 10.2307/1511356
• Macias-Ferrer, D. (2007). Las nuevas tecnologías y el aprendizaje de las matemáticas. Revista Iberoamericana de Educación, 42(4), 1-17.
• Martínez-Berruezo, M., & García-Varela, A. (2013). Analysis of the im-pact of virtualization on motivation in first-year teaching students. Revista de Educación, 362, 42-68. doi: 0.4438/1988-592X-RE-2011-362-152
• Ojeda, F., Perales, F.J., & Gutiérrez-Pérez, J. (2012). Evaluación de la calidad de webs y blogs sobre educación ecológica. Cultura y Educación, 24(1), 77-93. doi: 10.1174/113564012799740812
• Olkun, S., Altun, A., & Deryakulu, D. (2009). Development and evalua-tion of a case-based digital learning tool about children`s mathematical thinking for elementary school teachers. European Journal of Teacher Education, 32(2), 151-165. doi: 10.1080/02619760902783875
• Oncu, S., Delialioglu, O., & Brown, C. (2008). Critical components for technology integration: how do instructors make decisions? Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46.
• Organización para la Cooperación y el Desarrollo Económico OCDE. (2010). PISA 2009 Results. Paris: OCDE.
• Özyurt, H. (2012). Implementation and evaluation of a web based mathematics teaching system enriched with interactive animations for the probability unit. Energy Education Science and Technology Part b-social and Educational Studies, 4(3), 1167-1180.
• Özyurt, O., Özyurt, H., Baki, A., Güven, B., & Karal. (2012). Evaluation of an adaptive and intelligent educational hypermedia for enhanced individual learning of mathematics: A qualitative study. Expert Systems with Applications, 39(15), 12092-12104. doi: http://dx.doi.org/10.1016/j.eswa.2012.04.018
• Purvis, A., Aspden, L., Bannister, P., & Helm, P. (2011). Assessment strategies to support higher level learning in blended delivery. Innovations in Education and Teaching International, 48(1), 91-100. doi: 10.1080/14703297.2010.543767
• Reed, H., Drijvers, P., & Kirschner, P. (2010). Effects of attitudes and behaviours on learning mathematics with computer tools. Computers & Education, 55(1), 1-15. doi: 10.1016/j.compedu.2009.11.012
• Rodríguez, R., Gil, A.B., García, F.J., & López, R. (2008). SHARP Online: An Adaptive Hypermedia System Applied to Mathematical Problem Solving. Journal of Universal Computer Science, 14(19), 3099-3113.
• Rosário, P., Lourenço, A., Olímpia-Paiva, M., Núñez, J.C., González-Pienda, J.A., & Valle, A. (2012). Autoeficacia y utilidad percibida como condiciones necesarias para un aprendizaje académico autorregulado. Anales de psicología, 28(1), 37-44.
• Rosário, P., Mouräo, R., Núñez, J. C., González-Pineda, J., Solano, P. y Valle, A. (2007). Eficacia de un programa instruccional para la mejora de procesos y estrategias de aprendizaje en la enseñanza superior. Psicothema, 19(3), 422- 427.
• Swanson, H.L. (1999). Instructional components that predict treatment outcomes for student with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research and Practice, 14(3), 129-140. doi: 10.1207/sldrp1403_1
• Tamar, L., & Rivka, W. (2008). Teachers’ views on factors affecting effective integration of information technology in the classroom: developmental scenery. Journal of Technology and Teacher Education, 16(2), 233-263.
• Valle, A., Núñez, J.C., Cabanach, R.G., Rodríguez, S., González-Pienda, J.A., & Rosario, P. (2009). Perfiles motivacionales en estudiantes de secundaria: análisis diferencial en estrategias cognitivas, estrategias de autorregulación y rendimiento académico. Revista Mexicana de Psicología, 26(1), 113-124.
• Walker, A., Recker, M., Ye, L., Robertshaw, M.B., Sellers, L., & Leary, H. (2012). Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts. Etryd-educational Technology Research and Development, 60(3), 421-444. doi: 10.1007/s11423-012-9243-8.
• Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical, background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. doi: 10.3102/0002831207312909