v. 23, n. 1 (2021)

JAN-FEB

Sumário

Artigos

The Movement of Teachers’ Theoretical Thinking about the Concept of Fraction and the Meaning Attributed to Teaching Materials: An Example of Multiplication with Fractions
Iraji Oliveira Romeiro, Vanessa Dias Moretti
PDF (English) PDF
1-29
Development of Mathematical Thinking Skill from the Formulation and Resolution of Verbal Arithmetic Problems
Enrique Mateus-Nieves, Harold Randolph Devia Díaz
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30-52
The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual
Débora Luana Kurz, Everton Bedin, Claudia Lisete Oliveira Groenwald
PDF (English) PDF
53-79
Periodisation as an Approach in Historiographic Research in Mathematics Teaching: Reflections on Two Case Studies
Fernando Luis de Rosso, Alexandre Ausani Huff, Rossano André Dal-Farra, Arno Bayer
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80-101
Categories to Assess the Understanding of University Students about a Mathematical Concept
Flor Monserrat Rodríguez-Vásquez, Jhonatan Andres Arenas-Peñaloza
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102-135
The Supervised Teaching Practice and the Preservice Teachers’ Intended and Performed Actions in a Chemistry Class
Natany Dayani de Souza Assai, Sergio de Mello Arruda, Fabiele Cristiane Dias Broietti
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136-169
Analysis of the representations of the concept of number proposed by a group of pre-service Primary Education teachers in Costa Rica
Miguel Evelio Picado Alfaro
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170-198
Applying Ethnomodelling to Explore Glocal Mathematical Knowledge Systems
Milton Rosa, Daniel Clark Orey
PDF (English)
199-232
Characteristics of Mathematical Problems Posed by Teachers
Neila Tonin Agranionih, Alina Galvão Spinillo, Síntria Labres Lautert
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