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Referencias bibliográficas

Adu-Gyamfi, K. y Bossé, M. J. (2014). Processes and Reasoning in Representations of Linear Functions. International Journal of Science and Mathematics Education, 12(1). https://doi.org/10.1007/s10763-013-9416-x

Blanton, M. y Kaput, J. (20o5). Characterizing a Classroom Practice That Promotes Algebraic Reasoning. Journal for Research in Mathematics Education, 36(5), 412-446.

Blanton, M., Isler-Baykal, I., Stroud, R., Stephens, A., Knuth, E. y Gardiner, A. (2019). Growth in Children's Understanding of Generalizing and Representing Mathematical Structure and Relationships. Educational Studies in Mathematics, 102, 193219. https://doi.org/10.1007/s10649-019-09894-7

Brenner, M. E., Mayer, R. E., Moseley, B., Brar, T., Durán, R., Reed, B. S. y Webb, D. (1997).Learning by Understanding: The Role of Multiple Representations in Learning Algebra. American Educational Research Journal, 34(4), 663689. https://doi.org/10.2307/1163353

Bye, J., Harsch, R. y Varma, S. (2022). Decoding Fact Fluency and Strategy Flexibility in Solving One-Step Algebra Problems: An Individual Differences Analysis. Journal of Numerical Cognition, 8(2), 281-294. https://doi.org/10.5964/jnc.7093

Cantoral, R. (2013). Teoria Socioepistemológica de la Matemática Educativa. Estudios de construcción social del conocimiento. Gedisa.

Cañadas, M. C., Dooley, T., Hodgen, J. y Oldenburg, M. (2012). Algebraic Thinking and the Role of Context in Mathematical Problem Solving. En Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 297-304).

Cooper, T. y Warren, E. (2008). The Efect of Different Representations on Years 3 to 5 Students'Ability to Generalise. ZDM, 40, 23-37.

Demonty, L., Vlassis, J. y Fagnant, A. (2018). Developing Algebraic Thinking in Early Grades:An Investigation of Teaching Approaches. Educational Studies in Mathematics, 98(2), 157-174.

Duval, R. (1995). Semiosis y matemáticas: El papel de las representaciones semióticas en la construcción del conocimiento matemático.

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