• Anghileri, J. (1995). Language, aritmetic, and the negotiation of meaning. For the lerning of Mathematics, 15(3), 10-14.
• Arcavi, A. (2007). El desarrollo y el uso del sentido de los símbolos [Development and use of the sense of symbols]. Uno: Revista de Didáctica de las Matemáticas, 8(44), 59 –75.
• Assis, A. (2001). Concepções de professores de Matemática acerca da formulação e resolução de problemas: processos de mudança (Master’s thesis). Faculdade de Educação, Universidade Federal de Minas Gerais, Belo Horizonte, Brasil.
• Assis, A., Godino, J. D. & Frade, C. (2012). As dimensões normativa e metanormativa em um contexto de aulas exploratório-investigativas. Revista Latinoamericana de Investigación en Matemática Educativa, 15(2), 171–198.
• Ball, D. L., & Bass, H. (2009). With an eye on the mathematical horizon: Knowing mathematics for teaching to learnes’ mathematical futures. Paper presented at the 43Rd Jahrestagung Für Didaktik Der Mathematik Held in Oldenburg, Germany.
• Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). Washington, DC: American Educational Research Association.
• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching. What makes it special? Journal of Teacher Education, 59(5), 389 – 407.
• Blanton, M. L., & Kaput, J. (2005). Characterizing a classroom practice that promotes algebraic reasoning. Journal for Research in Mathematics Education, 36(5), 412-446.
• Bullough, R. V., Knowles, G . J., & Crow, N. A. (1991). Emerging as a teacher. New York: Routledge.
• Carraher, D. W. & Schliemann, A. L. (2007). Early algebra and algebraic reasoning. En: F. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning, (Vol. 2, pp. 669–705). Charlotte, N.C: Information Age Publishing, Inc. y NCTM.
• Carpenter, T. P., Frankle, M. L., & Levi, L. (2003). Thinking mathematically. Integrating arithmetic and algebra in elementary school: Heinemann, Portsmouth, NH.
• Castro, W. F., & Godino, J. D. (2014). Preservice elementary teacher’s thinking about algebraic reasoning. Mathematics Education, 9(2), 149-164.
• Coll, C. & Sanchez, E. (2008). Presentación. El análisis de la interacción alumno-profesor: líneas de investigación. Revista de Educación, 346, 15-32.
• Doerr, H. M. (2001). Teachers’ knowledge and the teaching of algebra. In K. Stacey, H. L. Chick & M. Kendall (Eds.), The Future of the Teaching and Learning of Algebra. The 12th ICMI study (Vol. 8). Boston/Dordrecht/New York/London: Kluwer Academic Publishers.
• Dörfler, W. (2008). En route from patterns to algebra: Comments and reflections. ZDM. The international Journal on Mathematics Education, 40(1), 143-160.
• Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61(1-2), 103-131. doi: 10.1007/s10649-006-0400-z
• English, L. D., & Warren, E. (1998). Which is larger, t+t or t+4? The Mathematics Teacher, 91(2), 166-170.
• Font, V., Godino, J. D., & Gallardo, J. (2013). The emergence of objects from mathematical practices. Educational Studies in Mathematics, 82(1), 97-124. doi: 10.1007/s10649- 012-9411-0
• Godino, J.D. (2009). Categorías de análisis de los conocimientos del profesor de matemáticas [Categories of analysis of the mathematics teacher’s knowledge]. Unión, Revista Iberoamericana de Educación Matemática, 20, 13-31.
• Godino, J. D. (2011). Indicadores de la idoneidad didáctica de procesos de enseñanza y aprendizaje de las matemáticas [Indicators of didactical suitability of process of teaching and learning of mathematics]. XIII Conferência Interamericana de Educação Matemática (CIAEM-IACME). Recife, Brasil.
• Godino, J. D., & Batanero, C. (1994). Significado institucional y personal de los objetos matemáticos [Insitutional and personal meaning of mathematical objects]. Recherches en Didactique des Mathématiques, 14(3), 325–355.
• Godino, J. D., Batanero, C., & Font, V. (2007). The onto-semiotic approach to research in mathematics education. ZDM. The International Journal on Mathematics Education, 39(1), 127 – 135. doi: 10.1007/s11858-006-0004-1
• Godino, J. D., Castro, W. F., Aké, L., & Wilhelmi, M. (2012). Naturaleza del razonamiento algebraico elemental [Nature of elementary algebraic reasoning]. BOLEMA, 26(42B), 483 – 511. doi: http://dx.doi.org/10.1590/S0103-636X2012000200005
• Godino, J. D., & Pino-Fan, L. (2013). The mathematical knowledge for teaching. A view from onto-semiotic approach to mathematical knowledge and instruction. In B. Ubuz, Ç. Haser & M. Mariotti (Eds.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (pp. 3325–3326). Antalya, Turkey: CERME.
• Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York and London: Teachers College Press.
• Hill, H. C., Ball, D. L., & Schlling, S. G. (2008). Unpacking pedagogical content knowledge of students. Journal for Research in Mathematics Education, 39, 372–400.
• Hill, H., & Ball, D. L. (2009). R and D: The curious - and crucial - case of mathematical knowledge for teaching. Phi Delta Kappan, 91(2), 68-71.
• Hill, H. C., Rowan, B., & Ball, D. L (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371- 406.
• Lange, T., & Meaney, T. (2011). Pre-service teachers learning mathematics from the internet. In J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton (Eds.), Mathematics: Traditions and [new] practices (Proceedings of the AAMT-MERGA Conference, pp. 438- 445). Adelaide, SA: MERGA.
• Mac Gregor, M., & Price, E. (1999). An exploration of aspects of language proficiency and algebra learning. Journal for Research in Mathematics Education, 30(4), 449-467.
• Mac Gregor, M., & Stacey, K. (1997). Students’ understanding of algebraic notation: 11–15. Educational Studies in Mathematics 33(1), 1–19.
• Mason, J., Graham, A. T., Pimm, D., & Gower, N. (1985). Routes to/roots of algebra. London: Open Publisher, Milton Keynes.
• Mewborn, D. (2001). Teachers content knowledge, teacher education, and their effects on the preparation of elementary teachers in the United States. Mathematics Education Research Journal, 3, 28-36.
• Moss, J., & Beatty, R. (2006). Knowledge building in mathematics: Supporting collaborative learning in pattern problems. Computer-Supported Collaborative Learning, 1(4), 441– 465. doi: 10.1007/s11412-006-9003-z
• National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
• Pino-Fan, L., & Godino, J. D. (2014). Perspectiva ampliada del conocimiento-didáctico matemático del profesor. [Extended perspective of didactic-mathematical knowledge of the teacher]. Manuscript submitted for publication. Available at: http://docente.ulagos.cl/luispino/wp-content/uploads/2014/10/Version-ampliadadel-CDM_8-agosto-2014.pdf
• Pino-Fan, L., Godino, J. D., & Font, V. (2011). Faceta epistémica del conocimiento didácticomatemático sobre la derivada [Epistemic facet of didactic-mathematical knowledge of derivatives]. Educação Matemática Pesquisa, 13(1), 141-178.
• Pino-Fan, L., Godino, J. D., & Font, V. (2013). Diseño y aplicación de un instrumento para explorar la faceta epistémica del conocimiento didáctico-matemático de futuros profesores sobre la derivada (primera parte) [Design and application of an instrument for the exploration of future teachers’ epistemic facet of didactic-mathematical knowledge of derivatives (part one)]. REVEMAT, 8(2), 1 – 49. doi: http://dx.doi.org/10.5007/1981-1322.2013v8n2p1
• Pino-Fan, L., Godino, J. D., & Font, V. (2015). Una propuesta para el análisis de las prácticas matemáticas de futuros profesores sobre derivadas [A proposal for the analysis of mathematical practices of future teachers about derivatives]. BOLEMA, 29(51), 60 – 89. doi: http://dx.doi.org/10.1590/1980-4415v29n51a04
• Pino-Fan, L., Godino, J. D., Font, V., & Castro, W. F. (2012). Key Epistemic Features of Mathematical Knowledge for Teaching the Derivative. In Tso, T.Y. (Ed). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 297-304). Taipei, Taiwan: PME.
• Pino-Fan, L., Godino, J. D., Font, V., & Castro, W. F. (2013). Prospective teacher’s specialized content knowledge on derivative. In B. Ubuz, Ç. Haser & M. Mariotti (Eds.), Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (pp. 3195–3205). Antalya, Turkey: CERME.
• Planas, N. & Iranzo, N. (2009). Consideraciones metodológicas para el análisis de procesos de interacción en el aula de matemáticas. Revista Latinoamericana de Investigación en Matemática Educativa, 12(2), 179-213.
• Ponte, J. P. (2005). Álgebra no currículo escolar. Educação e Matemática, 85, 36-42.
• Ponte, J. P. (2006). Números e Álgebra no currículo escolar. Em I. Vale, T. Pimental, A. Barbosa, L. Fonseca, L. Santos & P. Canavarro (Eds.), Números e Álgebra na aprendizagem da Matemática e na formação de professores (CD-ROM, 5-27). Lisboa, Portugal: Secção de Educação Matemática da Sociedade Portuguesa de Ciências da Educação.
• Roig, A. I., & Llinares, S. (2008). Fases en la abstracción de patrones lineales [Phases of abstraction of linear patterns]. In: Luengo, R., Gómez, B., Camacho, M., & Blanco, L. (Eds.) Investigación en Educación Matemática XII (pp.195-204). Badajoz: SEIEM.
• Rowland, T., Huckstep, P., & Thwaites, A. (2005). Elementary teachers’ mathematics subject knowledge: The knowledge quartet and the case of Naomi. Journal of Mathematics Teacher Education, 8(3), 255-281.
• Rowland, T., & Ruthven, K. (Eds.) (2011). Mathematical Knowledge in Teaching, Mathematics Education Library 50. London: Springer.
• Ryan, J., & Williams, J. (2007). Children’s mathematics 4-15: Learning from errors and misconceptions. New York. NY: Open University Press.
• Schoenfeld, A., & Kilpatrick, J. (2008). Towards a theory of profiency in teaching mathematics. En D. Tirosh, & T. L. Wood (Eds.), Tools and processes in mathematics teacher education (pp. 321-354) Rotterdam: Sense Publishers.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
• Souza, E. R., & Diniz, M. I. S. (1996). Álgebra: das variáveis às equações e funções. 2ed. São Paulo: IME - USP.
• Stacey, K. (1989). Finding and using patterns in linear generalising problems. Educational Studies in Mathematics, 20(2), 147-164.
• Stacey, K., & McGregor, M. (2000). Learning the algebraic method of solving problems. Journal of Mathematical Behaviour, 18(2), 149-167.
• Van Dooren, W., Verschaffel, L., & Onghema, P. (2002). The impact of preservice teachers’ content knowledge on their evaluation of students’ strategies for solving arithmetic and algebra word problems. Journal for Research in Mathematics Education, 33(5), 319-351.
• Van Dooren, W., Verschaffel, L., & Onghema, P. (2003). Preservice teachers’ preferred strategies for solving arithmetic and algebra word problems. Journal of Mathematics Teacher Education, 6(1), 27-52.
• Wilkie, K. J. (2014). Upper primary school teachers mathematical knowledge for teaching functional thinking in algebra. Journal of Mathematics Teacher Education, 17(5), 397- 428.
• Wolcott, H. F. (1993).Transforming qualitative data. Thousand Oaks, CA: Sage.
• Zazkis, R., & Liljedahl, P. (2002). Generalization of patterns: The tension between algebraic thinking and algebraic notation. Educational Studies in Mathematics, 49(3), 379-402.

APA

Pino-Fan, L. R., Assis, A., & Castro, W. F. (2015). Towards a Methodology for the Characterization of Teachers’ Didactic-Mathematical Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a

Vancouver

Pino-Fan LR, Assis A, Castro WF. Towards a Methodology for the Characterization of Teachers’ Didactic-Mathematical Knowledge. EURASIA J Math Sci Tech Ed. 2015;11(6):1429-56. https://doi.org/10.12973/eurasia.2015.1403a

AMA

Pino-Fan LR, Assis A, Castro WF. Towards a Methodology for the Characterization of Teachers’ Didactic-Mathematical Knowledge. EURASIA J Math Sci Tech Ed. 2015;11(6), 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a

Chicago

Pino-Fan, Luis Roberto, Adriana Assis, and Walter F. Castro. "Towards a Methodology for the Characterization of Teachers’ Didactic-Mathematical Knowledge". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 6 (2015): 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a

Harvard

Pino-Fan, L. R., Assis, A., and Castro, W. F. (2015). Towards a Methodology for the Characterization of Teachers’ Didactic-Mathematical Knowledge. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), pp. 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a

MLA

Pino-Fan, Luis Roberto et al. "Towards a Methodology for the Characterization of Teachers’ Didactic-Mathematical Knowledge". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 6, 2015, pp. 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a