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Vinícius Sanches Tizzo, Ana Claudia Molina Zaqueu Xavier, Heloisa da Silva
e022028
(De)formation of teachers and what can portfolios do in producing differencesin shifting identities
December 30, 2022
https://doi.org/10.20396/zet.v30i00.8661756
DOI:
https://doi.org/10.20396/zet.v30i00.8661756
William José Gonçalves, André Luis Trevisan, Daniel Daré Luziano da Silva, Alessandro Jacques Ribeiro
e020026
Covariate reasoning in calculus: development from the use of tasks
October 2, 2020
https://doi.org/10.20396/zet.v28i0.8656038
DOI:
https://doi.org/10.20396/zet.v28i0.8656038
Línlya Sachs
404-422
Currículo de matemática na educação do campo: panoramas e zoons
June 13, 2018
https://doi.org/10.20396/zet.v26i2.8647567
DOI:
https://doi.org/10.20396/zet.v26i2.8647567
Centro de Estudos Memória e Pesquisa em Educação Matemática CEMPEM
Normas e Assinatura
August 31, 2014
https://doi.org/10.20396/zet.v5i8.8646854
DOI:
https://doi.org/10.20396/zet.v5i8.8646854
Cristiano Alberto Muniz
9-16
Apresentação
December 9, 2009
https://doi.org/10.20396/zet.v17i0.8646790
DOI:
https://doi.org/10.20396/zet.v17i0.8646790
Armando Traldi Júnior, Célia Maria Carolino Pires
47-84
A collaborative group and the professional development of instructors of mathematics teachers
December 19, 2009
https://doi.org/10.20396/zet.v17i31.8646724
DOI:
https://doi.org/10.20396/zet.v17i31.8646724
Davidson Paulo Azevedo Oliveira, Milton Rosa, Marger da Conceição Ventura Viana
329-346
Culturally relevant pedagogy and funds of knowledge in mathematics classes
March 18, 2016
https://doi.org/10.20396/zet.v23i44.8646542
DOI:
https://doi.org/10.20396/zet.v23i44.8646542
Maria da Graça Peraça, Rafael Montoito
e023002
Creativity and creative thinking: a practical study on the models of Wallas and Hadamard
October 24, 2023
https://doi.org/10.20396/zet.v31i00.8671675
DOI:
https://doi.org/10.20396/zet.v31i00.8671675
Lucas Medeiros e Melo, Victor Giraldo, Rodrigo Rosistolato
e021012
Shared teaching in pre-service education of mathematics teachers: identity and alterity
May 29, 2021
https://doi.org/10.20396/zet.v29i00.8661830
DOI:
https://doi.org/10.20396/zet.v29i00.8661830
Viviane Barros Maciel
e019018
A “mathematical calculation for teaching” in the compendium of pedagogy of Braulio Cordeiro (1874)
May 18, 2019
https://doi.org/10.20396/zet.v27i0.8654268
DOI:
https://doi.org/10.20396/zet.v27i0.8654268
Marcus Basso, Márcia Rodrigues Notare
324-344
Instrumental Genesis of GeoGebra in teacher education
August 31, 2017
https://doi.org/10.20396/zet.v25i2.8647864
DOI:
https://doi.org/10.20396/zet.v25i2.8647864
Wellington Lima Cedro, Manoel Oriosvaldo de Moura
37-56
A historical-cultural approach to algebra teaching: the Mathematics Club as a Learning Space
May 30, 2007
https://doi.org/10.20396/zet.v15i27.8647015
DOI:
https://doi.org/10.20396/zet.v15i27.8647015
Centro de Estudos Memória e Pesquisa em Educação Matemática CEMPEM
5-8
Editorial
May 30, 1999
https://doi.org/10.20396/zet.v7i11.8646830
DOI:
https://doi.org/10.20396/zet.v7i11.8646830
Mauro Carlos Romanatto
37-49
Número racional: uma teia de relações
December 30, 1999
https://doi.org/10.20396/zet.v7i12.8646773
DOI:
https://doi.org/10.20396/zet.v7i12.8646773
Maria Lúcia Faria Moro, Maria Teresa Carneiro Soares, Jomar Antonio Camarinha Filho
211-242
Combinatory reasoning in school problems of Cartesian product
December 23, 2010
https://doi.org/10.20396/zet.v18i33.8646698
DOI:
https://doi.org/10.20396/zet.v18i33.8646698
Thaís Santana Araújo dos Santos, Maria de Lourdes Haywanon Santos Araújo
e022012
Ethnic-racial relations in the curriculum of licentiate degree courses in mathematics of Bahia institutions
May 26, 2022
https://doi.org/10.20396/zet.v30i00.8667622
DOI:
https://doi.org/10.20396/zet.v30i00.8667622
Simone Moura Queiroz
e021028
Crossing the devir math teachers
December 29, 2021
https://doi.org/10.20396/zet.v29i00.8654213
DOI:
https://doi.org/10.20396/zet.v29i00.8654213
Rosilene Beatriz Machado, Cláudia Regina Flores
586-612
The foreigner had learned to speak the language of the emperor... The logic of the trace
July 19, 2018
https://doi.org/10.20396/zet.v26i3.8649929
DOI:
https://doi.org/10.20396/zet.v26i3.8649929
Enio Freire de Paula, Márcia Cristina Trindade de Costa Cyrino
27-45
Professional identity of teachers who teach mathematics: brazilian research between 2001-2012
April 30, 2017
https://doi.org/10.20396/zet.v25i1.8647553
DOI:
https://doi.org/10.20396/zet.v25i1.8647553
Maria Regina Gomes da Silva
77-88
Prática pedagógica do professor-pesquisador em matemática: análises de observações de aula
May 30, 1996
https://doi.org/10.20396/zet.v4i5.8646865
DOI:
https://doi.org/10.20396/zet.v4i5.8646865
Marcelo Almeida Bairral, Priscilla Fonseca de Abreu
A policy of digital inclusion trough educational computing: a study with mathematics teachers reflecting about Cabri, Excel and Powerpoint aims
December 9, 2009
https://doi.org/10.20396/zet.v17i0.8646797
DOI:
https://doi.org/10.20396/zet.v17i0.8646797
Paul Cobb
153-165
Perspectivas experimental, cognitivista e antropológica em Educação Matemática
December 30, 1996
https://doi.org/10.20396/zet.v4i6.8646746
DOI:
https://doi.org/10.20396/zet.v4i6.8646746
Matilde G. Almeida, José António Fernandes
109-154
The communication of trainee teachers in mathematics classes
January 20, 2011
https://doi.org/10.20396/zet.v18i34.8646681
DOI:
https://doi.org/10.20396/zet.v18i34.8646681
Sueli Fanizzi, Vinício Macedo Santos
457-473
Public policies on continuing education of teachers of elementary school’s first years in mathematics
December 27, 2017
https://doi.org/10.20396/zet.v25i3.8648349
DOI:
https://doi.org/10.20396/zet.v25i3.8648349
Cleyton Hércules Gontijo
153-172
Creativity in mathematics: one view from the systems perspective
December 30, 2007
https://doi.org/10.20396/zet.v15i28.8647029
DOI:
https://doi.org/10.20396/zet.v15i28.8647029
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