v. 23, n. 3 (2021)

MAY-JUN

Sumário

Artigos

Criteria That Guide the Professor's Practice to Explain Mathematics at Basic Sciences Courses in Engineering Degrees in Peru. A Case Study
Walmer Garcés Córdova, Vicenç Font Moll, Luisa Mabel Morales Maure
PDF (English)
1-33
Comparing the Didactic-Mathematical Knowledge of Derivative of In-Service and Pre-service Teachers
Walter Fernando Castro Gordillo, Luis Roberto Pino-Fan
PDF (English)
34-95
Mathematical Modelling and Didactic Moments
Gleison de Jesus Marinho Sodré
PDF (English) PDF
96-122
Teachers’ Perceptions of the Construction of Mathematical Concepts in Everyday Contexts
Marjorie Samuel, María José Seckel Santis, Hernán Parra, Ramón Garrido, Carlos Cabezas
PDF (English) PDF (Español (España))
123-156
Kuhnian Analysis of Why, even after Euler’s Contributions, the Fundamental Principle of Motion is still “Newton’s Second Law”
Camila Maria Sitko, Marcos Rodrigues da Silva
PDF (English) PDF
157-191
Primary School Teachers’ Identity in Mathematics: The Aspect of Specialist Teaching and Learning
A. Wilda Indra Nanna, Enditiyas Pratiwi, Dian Kurniati, Sharifah Osman
PDF (English) PDF (English)
192-217
Transformation of the Specialized Knowledge of Future Primary Teachers on Fraction Division
Macarena Valenzuela-Molina, Elisabeth Ramos-Rodríguez, Pablo Flores
PDF (English) PDF (Español (España))
218-240
Connections between the Pedagogical Project of an Undergraduate Course in Mathematics and the Content Technological and Pedagogical Knowledge
Karla Jocelya Nonato, Nielce Meneguelo Lobo da Costa
PDF (English) PDF
241-264