«Nuestro puesto está en el hogar». Los campamentos femeninos en Asturias durante el primer franquismo (1938-1945)
Resumen
Una de las iniciativas más populares y anunciadas destinadas a las juventudes durante el Franquismo fueron los campamentos y albergues de verano. En ellos se trataba de construir una sociedad ideal y armónica a pequeña escala, sin clases ni nacionalismos periféricos y en la que funcionaran perfectamente los roles de género impuestos por el Estado franquista. En este artículo me centraré en analizar el discurso oficial y las actividades dirigidas a las niñas y jóvenes en estos campamentos, que estaban especialmente concebidos para orientarlas hacia su destino social: la maternidad y el cuidado del hogar. Para ello tomaré como ejemplo los organizados en Asturias entre 1938 y 1945. Las fuentes utilizadas son fundamentalmente hemerográficas, provenientes de los diarios falangistas asturianos La Nueva España y Voluntad, aunque también haré referencia a algunos documentos del Fondo de la Delegación Provincial de la Sección Femenina conservados en el Archivo Histórico de Asturias.
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Argote, I., Hernández, G., & Martínez, Á. (2016). Mathematics for systems engineering. Medellín, Colombia [Matemáticas para la ingeniería de sistemas], CLABES Conferences, https://goo.gl/CE2FL5
Ayllón, M. F., Gómez, I. A., & Ballesta-Claver, J. (2016). Mathematical thinking and creativity through the invention and resolution of mathematical problems. Objectives and Representations, 4(1), 169-218, http://doi.org/b95x
Barrera-Mora, F., & Reyes-Rodríguez, A. V. (2017). Multiple-Solutions Tasks: Mathematics Professors’ Conceptual Structure. Electronic Journal of Educational Research, 19 (1), 110-122, https://goo.gl/nFIM7B.
Bermeo-Yaffa, F., Hernández-Mosqueda, J. and Tobón, S. (2016). Documentary analysis of v heuristic by conceptual cartography [Análisis documental de la v heurística mediante cartografía conceptual]. Ra Ximhai, 12(6), 103-121. https://www.redalyc.org/html/461/46148194006/
Blum, W. y D. Leiß (2007). How Do Students and Teachers Deal with Mathematical Modelling Problems? The Example Sugarloaf and the DISUM Project. In: C. Haines, P.Galbraigh, W.Blum y S. Khan (eds.), Mathematical Modelling: Education, Engineering and Economics (pp.222-231). Chichester: Horwoos, https;//www.doi.org/10.1533/9780857099419.5.221
Cabezas, C., & Mendoza, M. R. (2016). Emerging Manifestations of Variational Thinking in Beginning Calculus Students. University education, 9(6), 13-26, http://doi.org/b952
Codina, A., Cañadas, M. C., & Castro, E. (2015). Mathematical problem solving through sequential process analysis. Electronic Journal of Research in Educational Psychology, 13(1), 73-110, http://doi.org/b954
Donoso-Riquelme, P. M., Rico-Castro, N., & Castro, E. (2016). Chilean teacher’s beliefs on mathematics, their teaching and learning. Journal of Curriculum and Teacher Formation, 20(2), 76-97, https://goo.gl/c0TQa9.
Floriano, L., Floriano, E. & Martínez, J. (2014). Proposal of theoretical model: characterization of the levels of domain of mathematical competence to raise and resolve problems [Propuesta de modelo teórico: caracterización de los niveles de dominio de la competencia matemática para plantear y resolver problemas]. Revista Amazonía Investiga, 3(4), 21-44. https://www.udla.edu.co/revistas/index.php/amazonia-investiga/article/view/39/37
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Galvis, A. H., Flórez, N., Bermúdez, M. A. & Vera, J. H. (2016). Alternative Strategy in Latin American Context for Reinforcing Learning of Mathematics in Secondary Education: A Disruptive Innovation. Journal of Distance Education, 48(3), 1-30, http://doi.org/b955
García, M. E. G., & Pérez, E. C. (2013). The scientific problem: elements that identify and characterize it as a component of the theoretical design of the scientific investigation. University Pedagogy, 18(4), 30-39, https://goo.gl/f8bapg.
García-Peñalvo, F. (2015). Map of trends in educational innovation. Education In The Knowledge Society (EKS), 16(4), 6-23, http://doi.org/b956
Giné De Lera, C. & Deulofeu Piquet, J. (2015). Teachers’ and Students of Elementary and Secondary Education’ Beliefs About Problems of Mathematics. Journal of Research in Mathematics Education, 4(2), 161-178, http://doi.org/b957
Godino, J. D., Batanero, C., Cañadas, G. R., & Contreras, J. M. (2015). Structuring of the inquiry and transmission of knowledge in the teaching and learning of mathematics. University of La Sabana, Bogotá, Colombia: G. D‟Amore y M. I. Fandiño Pinilla (Comp.), International Congress of Mathematical Teaching. An international empirical and theoretical look, 249-269, https://goo.gl/XMGiJt
Gómez-Ferragud, C., Sanjosé, V., & Solaz-Portolés, J. J. (2016). Studies on academic solving problem understanding and comprehension monitoring. Journal of Physics Teaching, 28(1), 21-35, https://goo.gl/YQrNG5
Green, K. y A. Emerson (2010). Mathematical Reasoning in Service Courses: Why Students Need Mathematical Modeling Problems. The Montana Mathematics Enthusiast, 7(1), 113-140, https://scholarworks.umt.edu/tme/vol7/iss1/7
Henao, G., & Gómez, P. (2016). I found a math problem great; now what do I do with it in class? Colombia: UNIANDES: EDUMAT-2016 Forum, https://goo.gl/H7GQdj
Hernández, J. S., Tobón, S., & Vázquez, J. M. (2016). Study of socioformative leadership through the conceptual mapping [Estudio del liderazgo socioformativo a través del mapeo conceptual]. Ibero-American Journal of Educational Evaluation, 8(2), 105-128, https://goo.gl/j1orjK
Hernández-Mosqueda, J. S., Guerrero-Rosas, G., & Tobón, S. (2015). Context problems: philosophical and teaching of socioformation [Problemas de contexto: filosóficos y de enseñanza de la socioformación]. Ra Ximhai, 11(4). 125-140, https://goo.gl/YNAuAO
Hernández-Mosqueda, J. S., Tobón, S., & Vázquez-Antonio, J. M. (2014). Conceptual study of socioformative teaching [Estudio conceptual de la enseñanza socioformativa]. Ra Ximhai, 10(5), 89-101, https://goo.gl/BHYlCZ
Ignacio Cárdenas, S., & Herrera-Meza, S. R. (2019). Socioformation and Human Talent Management for the Sustainable Social Development at the Kenowledge Society [Socioformación y Gestión del Talento Humano para el Desarrollo Social Sostenible en la Sociedad del Conocimiento]. Ecocience. International Journal, 1(1), 78-85. https://doi.org/10.35766/je191111
International Association for the Evaluation of Educational Achievement [IEA]. (2011). TIMSS 2011: Marcos de la evaluación. http://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/TIMSS_2011_Frameworks_Spanish.pdf
Machín, M. C., & Trigo, L. M. S. (2015). Contributions on problem solving, technology and formation of mathematic teachers. Advances and realities of mathematical teaching, 113-132.
Marchán-Carvajal, I., & Sanmartí, N. (2015). Design of contextualized teaching-learning sequences: Application to learning a theoretical model for the atomic structure. Chemistry education, 26(4), 267-274, http://doi.org/f3g8m2
Martínez, A. M., Cobos, J. C., & Torres, E. (2015). Mathematics and y modeling: experiences and knowledge. A classroom proposal. Espiral. Journal of Teaching and Investigation, 5(2), 9-22, http://doi.org/b959
Mena, A. F. (2015). Educational Background to Slides of the Knowledge Society. Ingenium Journal of the engineering school, 16(32), 126-132, http://doi.org/b96b
Molina, M., Castro, E., & López, R. (2017). Modeling in an Engineering Classroom: A Case Study Within a Teaching Experiment. PNA, 11(2), 75-96, https://goo.gl/w0Jg6N
Montoya, L. & Juárez, L. (2019). Rubric Socioformative to favor the educational quality through the methodology of Instructional Design ADOIVA [Rúbrica Socioformativa para favorecer la calidad educativa a través de la metodología de Diseño Instruccional ADOIVA]. RECIE. Revista Electrónica Científica de Investigación Educativa, 4(2), 1223-1236, http://dx.doi.org/10.13140/RG.2.2.12618.21447
Parada, S. E., Conde, L. A., & Fiallo, J. (2016). Digital Mediation and Interdisciplinarity: an Approach to the Study of Variation. Bolema, 30(56), 10-31, http://doi.org/b96c
Parra-Acosta, H., Tobón, S., & López-Loya, J. (2015). Socioformative teaching and academic performance in higher education. Paradigm, 36(1), 42-55, https://goo.gl/SAKsTN
Pavón, F. P., & Martínez, A. M. (2014). The methodology of solving problem as an investigation (MPSI): an inquiry approach for developing the scientific competence in diversification program students. Teaching of Sciences: journal of investigation and teaching experiences, 32(3), 469-492, http://doi.org/b96d
Pejic-Bach, M. & Cerpa, N. (2019). Editorial: Planning, Conducting and Communicating Systematic Literature Reviews. Journal of Theoretical and Applied Electronic Commerce Research, 14(3), I-IV, http://dx.doi.org/10.4067/S0718-18762019000300101
Perales, F.J., Cabo, J.M., Vílchez, J.M., Fernández, M., Gónzalez, F., & Jiménez, P. (2014). Reform of initial science teacher training: design proposal for a competency-based curriculum. Teaching of Sciences, 32(1), 9-28, https://goo.gl/Dsz9EO
Pinzón, D.M., & Tellez, F.J. (2016). Neuropedagogicas tools: An alternative for the improvement in the competence of resolution of problems in mathematics. Scenarios, 14(2). 45-59. http://doi.org/b84f
Prada-Núñez, R.; Hernández-Suárez, C.A., & Ramírez-Leal, P. (2016). Understanding of the notion of function and the articulation of the semiotic registers that represent it among students entering an Engineering program. Scientific Journal, 25, 188-205, http://doi.org/b96f
Ramírez-Montoya, M. S. (2015). Open Access and its impact on the Knowledge Society: Latin American Case Studies Insights. Education in the Knowledge Society, 16(1), 103, http://doi.org/b96g
Real Academia Española. (2015). Madrid, Spain: Spanish Language Dictionary, (21st Ed.).
Salinas, N., & Sgreccia, N. (2017). Professors’ conceptions about the Solving of Problems at secondary school. Numbers, 94, 23-45, https://goo.gl/83DG6L
Santoyo Ledesma, D. S. (2019). Approach to Sustainable Social Development and Human Talent Management in the Context of Socioformation [Enfoque del Desarrollo Social Sostenible y la Gestión del Talento Humano en el contexto de la Socioformación]. Ecocience. International Journal, 1(1), 86-92. https://doi.org/10.35766/je191112
Serna, O. (2019). Conceptual Cartography of Bullying: Towards Theorization and Intervention from Socioformation [Cartografía Conceptual del Bullying: Hacia la Teorización e Intervención desde la Socioformación]. Atenas, 3, (47), 124-141. https://atenas.reduniv.edu.cu/index.php/atenas/article/view/493
Shahrill, M., Mahalle, S., Matxin, R., Sheikh, M. & Mundia, L. (2013). A Comparation of Learning Styles and Study Strategies Used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching. International Education Studies, 6(10), 1913-9039, http://dx.doi.org/10.5539/ies.v6n10p39
Siahann, F.B. (2016). A logical approach proof in mathematics education. Global Journal of Pure an Applied Mathematics, 12(4), 3831-3884, http://www.ripublication.com/Volume/gjpamv12n4.htm
Socas, M. M., Ruano, R. M., & Domínguez, J. H. (2016). A Didactic Analysis of the Mathematical Modelling Process in Secondary School Students. Society for Research in Mathematics Education, 9, 21-41, https://goo.gl/Pfxxz
Therán-Palacio, E., Pérez-Salcedo, F., Regino-Hoyos, Y. & Moreno Álvarez, A. (2018). Preparation of a Formative Partner Rubric for Mathematics. Vázquez-Antonio, J. M. (Coord). Socialization of Experiences of Transformation of the Evaluation in the Basic and Average Education of the Department of Sucre.
Tobón, S. (2015). Conceptual cartography: strategy for the formation and evaluation of concepts and theories [Cartografía conceptual: estrategia para la formación y evaluación de conceptos y teorías]. Ciudad de México: CIFE (www.cife.edu.mx).
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Tobón, S., Martínez, J. E., Valdez, E., & Quiriz, T. (2018). Pedagogical practices: Analysis by conceptual cartography [Prácticas pedagógicas: análisis por cartografía conceptual]. Revista Espacios, 39(53), 31, http://www.revistaespacios.com/cited2017/cited2017-31.pdf
Valdez-Rojo, E. & Tobón, S. (2018). Design of learning situations for solving problems based on mathematics from the socioformation [Diseño de situaciones de aprendizaje para resolver problemas basados en matemáticas desde la socioformación.]. Espacios, 39(53), 18, http://www.revistaespacios.com/cited2017/cited2017-18.pdf
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Ambrosio, R. & Hernández, J. (2017). Project learning, a socio-educational experience. Voces de la Educación, 3(5), 3-19, https://www.revista.vocesdelaeducacion.com.mx/index.php/voces/article/download/88/72/
Argote, I., Hernández, G., & Martínez, Á. (2016). Mathematics for systems engineering. Medellín, Colombia [Matemáticas para la ingeniería de sistemas], CLABES Conferences, https://goo.gl/CE2FL5
Ayllón, M. F., Gómez, I. A., & Ballesta-Claver, J. (2016). Mathematical thinking and creativity through the invention and resolution of mathematical problems. Objectives and Representations, 4(1), 169-218, http://doi.org/b95x
Barrera-Mora, F., & Reyes-Rodríguez, A. V. (2017). Multiple-Solutions Tasks: Mathematics Professors’ Conceptual Structure. Electronic Journal of Educational Research, 19 (1), 110-122, https://goo.gl/nFIM7B.
Bermeo-Yaffa, F., Hernández-Mosqueda, J. and Tobón, S. (2016). Documentary analysis of v heuristic by conceptual cartography [Análisis documental de la v heurística mediante cartografía conceptual]. Ra Ximhai, 12(6), 103-121. https://www.redalyc.org/html/461/46148194006/
Blum, W. y D. Leiß (2007). How Do Students and Teachers Deal with Mathematical Modelling Problems? The Example Sugarloaf and the DISUM Project. In: C. Haines, P.Galbraigh, W.Blum y S. Khan (eds.), Mathematical Modelling: Education, Engineering and Economics (pp.222-231). Chichester: Horwoos, https;//www.doi.org/10.1533/9780857099419.5.221
Cabezas, C., & Mendoza, M. R. (2016). Emerging Manifestations of Variational Thinking in Beginning Calculus Students. University education, 9(6), 13-26, http://doi.org/b952
Codina, A., Cañadas, M. C., & Castro, E. (2015). Mathematical problem solving through sequential process analysis. Electronic Journal of Research in Educational Psychology, 13(1), 73-110, http://doi.org/b954
Donoso-Riquelme, P. M., Rico-Castro, N., & Castro, E. (2016). Chilean teacher’s beliefs on mathematics, their teaching and learning. Journal of Curriculum and Teacher Formation, 20(2), 76-97, https://goo.gl/c0TQa9.
Floriano, L., Floriano, E. & Martínez, J. (2014). Proposal of theoretical model: characterization of the levels of domain of mathematical competence to raise and resolve problems [Propuesta de modelo teórico: caracterización de los niveles de dominio de la competencia matemática para plantear y resolver problemas]. Revista Amazonía Investiga, 3(4), 21-44. https://www.udla.edu.co/revistas/index.php/amazonia-investiga/article/view/39/37
Fuentes, C. C., A. V., Casallas, L. A., Acosta, C. P., Diaz, B. L. C. P., & Diaz, B. L. (2016). How to address diversity in the mathematics classroom?: some formation needs of a group of teachers from the capital district. Colombia, UNIÓN: Ibero-American Journal of Mathematical Education, 46(2), 125-138, https://goo.gl/fYzD02
Galvis, A. H., Flórez, N., Bermúdez, M. A. & Vera, J. H. (2016). Alternative Strategy in Latin American Context for Reinforcing Learning of Mathematics in Secondary Education: A Disruptive Innovation. Journal of Distance Education, 48(3), 1-30, http://doi.org/b955
García, M. E. G., & Pérez, E. C. (2013). The scientific problem: elements that identify and characterize it as a component of the theoretical design of the scientific investigation. University Pedagogy, 18(4), 30-39, https://goo.gl/f8bapg.
García-Peñalvo, F. (2015). Map of trends in educational innovation. Education In The Knowledge Society (EKS), 16(4), 6-23, http://doi.org/b956
Giné De Lera, C. & Deulofeu Piquet, J. (2015). Teachers’ and Students of Elementary and Secondary Education’ Beliefs About Problems of Mathematics. Journal of Research in Mathematics Education, 4(2), 161-178, http://doi.org/b957
Godino, J. D., Batanero, C., Cañadas, G. R., & Contreras, J. M. (2015). Structuring of the inquiry and transmission of knowledge in the teaching and learning of mathematics. University of La Sabana, Bogotá, Colombia: G. D‟Amore y M. I. Fandiño Pinilla (Comp.), International Congress of Mathematical Teaching. An international empirical and theoretical look, 249-269, https://goo.gl/XMGiJt
Gómez-Ferragud, C., Sanjosé, V., & Solaz-Portolés, J. J. (2016). Studies on academic solving problem understanding and comprehension monitoring. Journal of Physics Teaching, 28(1), 21-35, https://goo.gl/YQrNG5
Green, K. y A. Emerson (2010). Mathematical Reasoning in Service Courses: Why Students Need Mathematical Modeling Problems. The Montana Mathematics Enthusiast, 7(1), 113-140, https://scholarworks.umt.edu/tme/vol7/iss1/7
Henao, G., & Gómez, P. (2016). I found a math problem great; now what do I do with it in class? Colombia: UNIANDES: EDUMAT-2016 Forum, https://goo.gl/H7GQdj
Hernández, J. S., Tobón, S., & Vázquez, J. M. (2016). Study of socioformative leadership through the conceptual mapping [Estudio del liderazgo socioformativo a través del mapeo conceptual]. Ibero-American Journal of Educational Evaluation, 8(2), 105-128, https://goo.gl/j1orjK
Hernández-Mosqueda, J. S., Guerrero-Rosas, G., & Tobón, S. (2015). Context problems: philosophical and teaching of socioformation [Problemas de contexto: filosóficos y de enseñanza de la socioformación]. Ra Ximhai, 11(4). 125-140, https://goo.gl/YNAuAO
Hernández-Mosqueda, J. S., Tobón, S., & Vázquez-Antonio, J. M. (2014). Conceptual study of socioformative teaching [Estudio conceptual de la enseñanza socioformativa]. Ra Ximhai, 10(5), 89-101, https://goo.gl/BHYlCZ
Ignacio Cárdenas, S., & Herrera-Meza, S. R. (2019). Socioformation and Human Talent Management for the Sustainable Social Development at the Kenowledge Society [Socioformación y Gestión del Talento Humano para el Desarrollo Social Sostenible en la Sociedad del Conocimiento]. Ecocience. International Journal, 1(1), 78-85. https://doi.org/10.35766/je191111
International Association for the Evaluation of Educational Achievement [IEA]. (2011). TIMSS 2011: Marcos de la evaluación. http://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/TIMSS_2011_Frameworks_Spanish.pdf
Machín, M. C., & Trigo, L. M. S. (2015). Contributions on problem solving, technology and formation of mathematic teachers. Advances and realities of mathematical teaching, 113-132.
Marchán-Carvajal, I., & Sanmartí, N. (2015). Design of contextualized teaching-learning sequences: Application to learning a theoretical model for the atomic structure. Chemistry education, 26(4), 267-274, http://doi.org/f3g8m2
Martínez, A. M., Cobos, J. C., & Torres, E. (2015). Mathematics and y modeling: experiences and knowledge. A classroom proposal. Espiral. Journal of Teaching and Investigation, 5(2), 9-22, http://doi.org/b959
Mena, A. F. (2015). Educational Background to Slides of the Knowledge Society. Ingenium Journal of the engineering school, 16(32), 126-132, http://doi.org/b96b
Molina, M., Castro, E., & López, R. (2017). Modeling in an Engineering Classroom: A Case Study Within a Teaching Experiment. PNA, 11(2), 75-96, https://goo.gl/w0Jg6N
Montoya, L. & Juárez, L. (2019). Rubric Socioformative to favor the educational quality through the methodology of Instructional Design ADOIVA [Rúbrica Socioformativa para favorecer la calidad educativa a través de la metodología de Diseño Instruccional ADOIVA]. RECIE. Revista Electrónica Científica de Investigación Educativa, 4(2), 1223-1236, http://dx.doi.org/10.13140/RG.2.2.12618.21447
Parada, S. E., Conde, L. A., & Fiallo, J. (2016). Digital Mediation and Interdisciplinarity: an Approach to the Study of Variation. Bolema, 30(56), 10-31, http://doi.org/b96c
Parra-Acosta, H., Tobón, S., & López-Loya, J. (2015). Socioformative teaching and academic performance in higher education. Paradigm, 36(1), 42-55, https://goo.gl/SAKsTN
Pavón, F. P., & Martínez, A. M. (2014). The methodology of solving problem as an investigation (MPSI): an inquiry approach for developing the scientific competence in diversification program students. Teaching of Sciences: journal of investigation and teaching experiences, 32(3), 469-492, http://doi.org/b96d
Pejic-Bach, M. & Cerpa, N. (2019). Editorial: Planning, Conducting and Communicating Systematic Literature Reviews. Journal of Theoretical and Applied Electronic Commerce Research, 14(3), I-IV, http://dx.doi.org/10.4067/S0718-18762019000300101
Perales, F.J., Cabo, J.M., Vílchez, J.M., Fernández, M., Gónzalez, F., & Jiménez, P. (2014). Reform of initial science teacher training: design proposal for a competency-based curriculum. Teaching of Sciences, 32(1), 9-28, https://goo.gl/Dsz9EO
Pinzón, D.M., & Tellez, F.J. (2016). Neuropedagogicas tools: An alternative for the improvement in the competence of resolution of problems in mathematics. Scenarios, 14(2). 45-59. http://doi.org/b84f
Prada-Núñez, R.; Hernández-Suárez, C.A., & Ramírez-Leal, P. (2016). Understanding of the notion of function and the articulation of the semiotic registers that represent it among students entering an Engineering program. Scientific Journal, 25, 188-205, http://doi.org/b96f
Ramírez-Montoya, M. S. (2015). Open Access and its impact on the Knowledge Society: Latin American Case Studies Insights. Education in the Knowledge Society, 16(1), 103, http://doi.org/b96g
Real Academia Española. (2015). Madrid, Spain: Spanish Language Dictionary, (21st Ed.).
Salinas, N., & Sgreccia, N. (2017). Professors’ conceptions about the Solving of Problems at secondary school. Numbers, 94, 23-45, https://goo.gl/83DG6L
Santoyo Ledesma, D. S. (2019). Approach to Sustainable Social Development and Human Talent Management in the Context of Socioformation [Enfoque del Desarrollo Social Sostenible y la Gestión del Talento Humano en el contexto de la Socioformación]. Ecocience. International Journal, 1(1), 86-92. https://doi.org/10.35766/je191112
Serna, O. (2019). Conceptual Cartography of Bullying: Towards Theorization and Intervention from Socioformation [Cartografía Conceptual del Bullying: Hacia la Teorización e Intervención desde la Socioformación]. Atenas, 3, (47), 124-141. https://atenas.reduniv.edu.cu/index.php/atenas/article/view/493
Shahrill, M., Mahalle, S., Matxin, R., Sheikh, M. & Mundia, L. (2013). A Comparation of Learning Styles and Study Strategies Used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching. International Education Studies, 6(10), 1913-9039, http://dx.doi.org/10.5539/ies.v6n10p39
Siahann, F.B. (2016). A logical approach proof in mathematics education. Global Journal of Pure an Applied Mathematics, 12(4), 3831-3884, http://www.ripublication.com/Volume/gjpamv12n4.htm
Socas, M. M., Ruano, R. M., & Domínguez, J. H. (2016). A Didactic Analysis of the Mathematical Modelling Process in Secondary School Students. Society for Research in Mathematics Education, 9, 21-41, https://goo.gl/Pfxxz
Therán-Palacio, E., Pérez-Salcedo, F., Regino-Hoyos, Y. & Moreno Álvarez, A. (2018). Preparation of a Formative Partner Rubric for Mathematics. Vázquez-Antonio, J. M. (Coord). Socialization of Experiences of Transformation of the Evaluation in the Basic and Average Education of the Department of Sucre.
Tobón, S. (2015). Conceptual cartography: strategy for the formation and evaluation of concepts and theories [Cartografía conceptual: estrategia para la formación y evaluación de conceptos y teorías]. Ciudad de México: CIFE (www.cife.edu.mx).
Tobón, S. (2017). Essential axes of knowledge society and socioformation. Mount Dora: Kresearch, dx.doi.org/10.24944/isbn. 978-1-945721-19-9, https://cife.edu.mx/recursos/2018/09/03/essential-axes-of-knowledge-society-and-socioformation/
Tobón, S., Martínez, J. E., Valdez, E., & Quiriz, T. (2018). Pedagogical practices: Analysis by conceptual cartography [Prácticas pedagógicas: análisis por cartografía conceptual]. Revista Espacios, 39(53), 31, http://www.revistaespacios.com/cited2017/cited2017-31.pdf
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