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Vol. 24 No. 1 (2016): Professional development of teachers who teach Mathematics: collaboration and under the Obeduc

Vol. 24 No. 1 (2016)

Published May 13, 2016
Professional development of teachers who teach Mathematics: collaboration and under the Obeduc
Thematic issue: Professional development of teachers teaching mathematics in the context of OBEDUC

Editorial

Regina Célia Grando, Andreia Maria Pereira Oliveira
7-12
Editorial
https://doi.org/10.20396/zet.v24i45.8646525
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646525

Article

Anemari Roesler Luersen Vieira Lopes, Manoel Oriosvaldo de Moura, Elaine Sampaio Araujo, Wellington Lima Cedro
13-28
Collective work and organization of mathematics teaching: principles and practices
https://doi.org/10.20396/zet.v24i45.8646526
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646526
Maria do do Carmo de Sousa
43-58
Written reflective teachers teaching math while developed products educational, collectively
https://doi.org/10.20396/zet.v24i45.8646528
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646528
Renata Prenstteter Gama, Bárbara Cristina Moreira Sicardi Nakayama
59-74
Network collaborative teacher teaching math: connection between education, research and extension
https://doi.org/10.20396/zet.v24i45.8646529
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646529
Marcelo Almeida Bairral
75-92
Online educational curriculum materials as a strategy for professional development in mathematics
https://doi.org/10.20396/zet.v24i45.8646530
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646530
Lilian Aragão da Silva, Airam da Silva Prado, Jonei Cerqueira Barbosa
93-107
Narratives of mathematics classes: reifying communities of practice
https://doi.org/10.20396/zet.v24i45.8646531
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646531
Sueli Liberatti Javaroni, Maria Teresa Zampieri
108-126
Reflections in a virtual space of math teacher training
https://doi.org/10.20396/zet.v24i45.8646532
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646532
Patrícia Lopes Jorge Franco, Andréa Maturano Longarezi, Fabiana Fiorezi de Marco
127-140
The organization of mathematics teaching from the historical cultural perspective: a teaching-formation process
https://doi.org/10.20396/zet.v24i45.8646533
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646533
Regina Célia Grando, Adair Mendes Nacarato
141-156
The sharing of formative practices in school mathematics by literacy teachers
https://doi.org/10.20396/zet.v24i45.8646534
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646534
Andréia Maria Pereira de Oliveira
157-171
Teacher professional development teaching math: collaboration and curriculum materials (education)
https://doi.org/10.20396/zet.v24i45.8646535
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646535
Vinício de Macedo Santos
173-188
National education plan and teaching condition For an ontology of teaching work: para uma ontologia do trabalho docente
https://doi.org/10.20396/zet.v24i45.8646536
PDF (Português (Brasil))
DOI: https://doi.org/10.20396/zet.v24i45.8646536