Vol. 24 No. 2 (2016)

Published September 22, 2016

maio/ago. [46]

Editorial

Dario Fiorentini, Bruno Alves Dassie

189-190

https://doi.org/10.20396/zet.v24i2.8646516

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v24i2.8646516

Article

Arthur Belford Powell, Vinícius Pazuch

191-207

Tasks and teachers’ justifications in virtual, collaborative, dynamic geometry environments

https://doi.org/10.20396/zet.v24i2.8646517

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v24i2.8646517

Thuysa Schlichting de Souza, David Antonio da Costa

208-224

Arithmetical knowledge in Santa Catarina’s primary school teaching programs of 1911 and 1946: período 1911-1946

https://doi.org/10.20396/zet.v24i2.8646518

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v24i2.8646518

Nara Vilma Lima Pinheiro

225-236

Arithmetic tests in everyday Escola Normal Casa Branca

https://doi.org/10.20396/zet.v24i2.8646519

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v24i2.8646519

Klinger Teodoro Ciríaco, Maria Raquel Miotto Morelatti, João Pedro da Ponte

249-268

Beginning teachers in a collaborative group: reflextion inputs for teaching geometry

https://doi.org/10.20396/zet.v24i2.8646521

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v24i2.8646521

Adair Mendes Nacarato

269-280

The national education plan (PNE): correlating post-graduate studies with k-12 education

https://doi.org/10.20396/zet.v24i2.8646522

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v24i2.8646522

Resenha

Marcelo Bergamini Campos

281-284

Álgebra para a formação do professor

https://doi.org/10.20396/zet.v24i2.8646523

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v24i2.8646523