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Dario Fiorentini, Bruno Alves Dassie
362-363
Editorial
December 27, 2017
https://doi.org/10.20396/zet.v25i3.8651319
DOI:
https://doi.org/10.20396/zet.v25i3.8651319
Silvana Cláudia Santos, Marcelo de Carvalho Borba
93-117
Internet and Dynamic Geometry software as actors in the production of Mathematics on-line
May 30, 2008
https://doi.org/10.20396/zet.v16i29.8647037
DOI:
https://doi.org/10.20396/zet.v16i29.8647037
Dario Fiorentini
127-147
Resumos de dissertações de mestrado e teses de doutorado, relativos à Educação Matemática, produzidas/defendidas, entre 1976 e 1994, na Faculdade de Educação da UNICAMP
December 30, 1998
https://doi.org/10.20396/zet.v6i10.8646788
DOI:
https://doi.org/10.20396/zet.v6i10.8646788
Dario Fiorentini
141-153
Resumos de teses e dissertações de Mestrado ou Doutorado, relativas à Área de Educação Matemática, produzidas e defendidas na FE/UNICAMP durante o ano 2000
December 30, 2000
https://doi.org/10.20396/zet.v8i13-14.8646720
DOI:
https://doi.org/10.20396/zet.v8i13-14.8646720
Dario Fiorentini, Bruno Alves Dassie
277-278
Editorial
March 18, 2016
https://doi.org/10.20396/zet.v23i44.8646538
DOI:
https://doi.org/10.20396/zet.v23i44.8646538
Gabriel José Cavassin Fabri, Maria Lucia Panossian, Valderez Aparecida Aluiz Amin, Natália Mota Oliveira
e021014
Manifestations of teachers’ statistical knowledge in continuing education
May 29, 2021
https://doi.org/10.20396/zet.v29i00.8661815
DOI:
https://doi.org/10.20396/zet.v29i00.8661815
Bruno Alves Dassie, Letícia Maria Ferreira da Costa de Morais
e019004
The Apontamentos de Matemática by Dom Ireneu Penna: the construction of a didactic printed material
March 31, 2019
https://doi.org/10.20396/zet.v27i0.8654231
DOI:
https://doi.org/10.20396/zet.v27i0.8654231
Diana Zakaryan, Miguel Ribeiro
301-321
Knowledge of mathematics teaching rational numbers: an example of relationships
January 20, 2017
https://doi.org/10.20396/zet.v24i3.8648095
DOI:
https://doi.org/10.20396/zet.v24i3.8648095
Salvador Llinares
9-36
Conocimiento y práctica profesional del profesor de matemáticas: características de uma agenda de investigación
December 30, 1999
https://doi.org/10.20396/zet.v7i12.8646771
DOI:
https://doi.org/10.20396/zet.v7i12.8646771
Elaine Sampaio Araujo
137-172
Mathematics and Childhood in the “Nacional Curricular Referencial for early childhood education” a view from the historical-cultural theory : um olhar a partir da teoria histórico-cultural
December 23, 2010
https://doi.org/10.20396/zet.v18i33.8646696
DOI:
https://doi.org/10.20396/zet.v18i33.8646696
Karla Aparecida Lovis, Valdeni Soliani Franco, Rui Marcos de Oliveira Barros
11-29
Difficulties and barriers presented by a group of Math teachers in the study of Hyperbolic Geometry
December 10, 2014
https://doi.org/10.20396/zet.v22i42.8646565
DOI:
https://doi.org/10.20396/zet.v22i42.8646565
Viviane Barros Maciel
e022001
Characterization of a "tables for teaching"
April 22, 2022
https://doi.org/10.20396/zet.v30i00.8667600
DOI:
https://doi.org/10.20396/zet.v30i00.8667600
Mara Ryeklma da Costa Silva, Edcarlos Miranda de Souza, Itamar Miranda da Silva
185-205
Formative training of teachers who teach mathematics in indigenous communities of Acre
April 27, 2018
https://doi.org/10.20396/zet.v26i1.8650889
DOI:
https://doi.org/10.20396/zet.v26i1.8650889
Maria Cândida Müller, Dione Lucchesi de Carvalho
299-317
Study of the experience of a teacher learning community in the Amazon Portal
June 13, 2018
https://doi.org/10.20396/zet.v26i2.8649997
DOI:
https://doi.org/10.20396/zet.v26i2.8649997
Cristina Frade
43-62
A dimensão tácito-explícita da aprendizagem matemática: relato de uma investigação
May 30, 2005
https://doi.org/10.20396/zet.v13i23.8646979
DOI:
https://doi.org/10.20396/zet.v13i23.8646979
Altair F. F. Polettini
29-48
História de vida relacionada ao ensino de matemática no estudo dos processos de mudança e desenvolvimento de professores
May 30, 1996
https://doi.org/10.20396/zet.v4i5.8646862
DOI:
https://doi.org/10.20396/zet.v4i5.8646862
Amanda Aparecida de Oliveira Fernandes Matheus, Adair Mendes Nacarato
The influence of public policies in the constitution of a mathematics teacher’s identity: a case analysis
December 9, 2009
https://doi.org/10.20396/zet.v17i0.8646795
DOI:
https://doi.org/10.20396/zet.v17i0.8646795
Lucila D. T. Fini, Gislene C. Oliveira, Fermino Fernandes Sisto, Maria Thereza C. C. Souza, Rosely Palermo Brenelli
25-43
Avaliação escrita de matemática: em busca de explicação
December 30, 1996
https://doi.org/10.20396/zet.v4i6.8646737
DOI:
https://doi.org/10.20396/zet.v4i6.8646737
Antonio Miguel, Denise Silva Vilela, Anna Regina Lanner de Moura
129-206
Deconstructing the school mathematics from a post-metaphysical perspective of education
February 11, 2011
https://doi.org/10.20396/zet.v18i0.8646675
DOI:
https://doi.org/10.20396/zet.v18i0.8646675
Gilberto Vieira, Janaína Poffo Possamai, Norma Suely Gomes Allevato
e023021
Problem posing and creative thinking in mathematics class
December 20, 2023
https://doi.org/10.20396/zet.v31i00.8671869
DOI:
https://doi.org/10.20396/zet.v31i00.8671869
Leonardo Barichello, Marcelo Firer
e021021
How much of high school mathematics do brazilian future mathematics teachers master?
September 17, 2021
https://doi.org/10.20396/zet.v29i00.8661904
DOI:
https://doi.org/10.20396/zet.v29i00.8661904
Eliete Grasiela Both, Leoni Malinoski Fillos, Lidiane Tania Ronsoni Maier, Hannah Dora de Garcia e Lacerda
e019028
If a traveler... Routes and stories about the formation of mathematics teachers in Rio Grande do Norte
January 11, 2020
https://doi.org/10.20396/zet.v27i0.8654465
DOI:
https://doi.org/10.20396/zet.v27i0.8654465
Marcelo Carlos de Proença
440-456
The teachers' point of view of about students' difficulties in problem solving
December 27, 2017
https://doi.org/10.20396/zet.v25i3.8647477
DOI:
https://doi.org/10.20396/zet.v25i3.8647477
Samuel Jurkiewicz, Clícia Valladares Peixoto Fridemann
11-26
Mathematical modeling in the school and in teacher's development
December 30, 2007
https://doi.org/10.20396/zet.v15i28.8647024
DOI:
https://doi.org/10.20396/zet.v15i28.8647024
Centro de Estudos Memória e Pesquisa em Educação Matemática CEMPEM
5-6
Editorial
March 30, 1995
https://doi.org/10.20396/zet.v3i3.8646904
DOI:
https://doi.org/10.20396/zet.v3i3.8646904
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