v. 21, n. 2 (2019)

MAR-APR

Sumário

Editorial

Editorial
Renato P. dos Santos
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1

Artigos

The design of statements and the (re)formulation and resolution of open problems that address issues of social relevance with the use of digital technologies in the initial formation of Mathematics teachers
Fabiane Fischer Figueiredo, Claudia Lisete Oliveira Groenwald
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2-17
The Use of the Ontosemiotic Approach to an Analysis of Geometry in Brazilian Curricular Materials
Wagner Barbosa de Lima Palanch, Fernanda Lisboa Ribeiro
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18-27
Learning Situation for the Trigonometric Fourier Series from a Socio-epistemological Stand Point
Rosa María Farfán Márquez, Fabián W. Romero Fonseca
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28-48
Professional learning opportunities in a practice-based teacher education programme about the concept of function
Alessandro Jacques Ribeiro, João Pedro da Ponte
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49-74
Knowledge evidenced by prospective mathematics teachers when performing a task involving geometry, teaching and the use of technology
Yuri Morales-López
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75-92
Dimensions to be considered in teaching, learning and research with mobile devices with touchscreen
Marcelo Almeida Bairral
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93-109
Epistemological Contributions Derived from an Investigative Method in an Experimental Class in the Study of Hooke's Law
Osmar Henrique Moura Silva, Carlos Eduardo Laburú, Sérgio Camargo, Airton Acácio Castilho Christófalo
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110-127
Assessment in the Hands of Primary School Mathematics Teachers: Four studies in China
Xiaoyan Zhao, Marja van den Heuvel-Panhuizen, Michiel Veldhuis
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128-136