v. 23, n. 7 (2021)

Special Issue - Practice and Specific knowledge for teaching mathematics in early childhood education

Sumário

Editorial

M. Cinta Muñoz-Catalán, M. Mar Liñán-García

PDF (English)

1-3

Artigos

A Proposed Instructional Theory for Number in Preschool

José Luis Cortina Morfín, Jana Visnovska, Jesica Peña Jiménez, Claudia Zúñiga Gaspar

PDF (English)

4-29

Preservice Teachers’ Mathematical Knowledge about Repeating Patterns and their Ability to Notice Preschoolers Algebraic Thinking

Joana Cabral, Hélia Oliveira, Fátima Mendes

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30-59

Professional Tasks in Early Childhood Education Teacher Education: Promoting Reasoning at 0-3

Yuly Vanegas, Joaquin Giménez, Montserrat Prat, Mequè Edo

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60-90

Instrumental Genesis of a Learning Trajectory: The Case of Pedro’s Professional Noticing

Gloria Sánchez-Matamoros, Mar Moreno, Julia Valls

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91-119

Approach to the Early Childhood Education Teacher’s Specialised Knowledge about Length and its Measurement in a Collaborative Context of Professional Development

Mónica Ramírez-García, Juan Miguel Belmonte, Noemi Pizarro, Nuria Joglar-Prieto

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120-147

ANÚNCIOS

Informamos que, a partir de outubro de 2024, a revista Acta Scientia volta a aceitar submissões de artigos para publicação.

Mais, informamos que sites fraudulentos, https://periodicos-ulbrabr.org e https://periodicos-ulbrabra.org, estiveram se passando pela Acta Scientiae, utilizando nosso nome e identidade visual e até solicitado taxas de APC, que nós não cobramos. Aconselhamos cautela para evitar serem enganados por sites semelhantes.

Conceito A2 na Capes(2021)

Índice h5 do Google Scholar: 13
Índice mediana h5 do Google Scholar:24

eISSN: 2178-7727

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