Vol. 23 No. 2 (2015): jul./dez. [44]

Editorial

Dario Fiorentini, Bruno Alves Dassie

277-278

Editorial

https://doi.org/10.20396/zet.v23i44.8646538

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v23i44.8646538

Article

António Guerrero, Rosa Antónia Tomás Ferreira, Luíz Menezes, Maria Helena Martinho

279-295

Classroom communication: the perspective of inquiry-based mathematics teaching

https://doi.org/10.20396/zet.v23i44.8646539

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v23i44.8646539

Marisa Quaresma, João Pedro da Ponte

297-310

Tasks, communication and mathematical reasoning: teachers’ professional learning in lesson studies

https://doi.org/10.20396/zet.v23i44.8646540

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DOI: https://doi.org/10.20396/zet.v23i44.8646540

Alessandro Jacques Ribeiro, Felipe Augusto Pereira Vasconcelos Santo Oliveira

311-327

Knowledge mobilized by teachers to plan classes on equations

https://doi.org/10.20396/zet.v23i44.8646541

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v23i44.8646541

Davidson Paulo Azevedo Oliveira, Milton Rosa, Marger da Conceição Ventura Viana

329-346

Culturally relevant pedagogy and funds of knowledge in mathematics classes

https://doi.org/10.20396/zet.v23i44.8646542

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DOI: https://doi.org/10.20396/zet.v23i44.8646542

Ana Virginia de Almeida Luna, Jonei Cerqueira Barbosa

347-376

Mathematical modelling and texts produced in an in-service teacher education programme

https://doi.org/10.20396/zet.v23i44.8646543

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DOI: https://doi.org/10.20396/zet.v23i44.8646543

Monalisa Cardoso Silva, Cristiane Azevêdo dos Santos Pessoa

377-394

The combinatorial in textbooks of elementary school

https://doi.org/10.20396/zet.v23i44.8646544

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v23i44.8646544

Bruno Alves Dassie, Letícia Maria Ferreira da Costa, João Bosco Pitombeira Fernandes de Carvalho

395-410

The trajectory of Dom Ireneu Penna’s life and his decisions as a mathematics educator

https://doi.org/10.20396/zet.v23i44.8646545

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v23i44.8646545

Resenha

Neila de Toledo e Toledo

411-415

Educação matemática, jogos de linguagem e regulação

https://doi.org/10.20396/zet.v23i44.8646546

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v23i44.8646546