Vol. 14 No. 1 (2006)

Published February 5, 2009

jan./jun. [25]

Editorial

Maria Ângela Miorim

5-6

https://doi.org/10.20396/zet.v14i25.8646993

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v14i25.8646993

Article

Ana Cos Córcoles, Julia Valls González

7-28

Virtual foros and pre-service primary teachers conceptions about problem solving

https://doi.org/10.20396/zet.v14i25.8646995

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v14i25.8646995

Antonio Vicente Marafioti Garnica, Maria Ednéia Martins

29-64

Education and math education in rural schooling: an historical approach

https://doi.org/10.20396/zet.v14i25.8646996

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v14i25.8646996

Manuel Barrantes, Lorenzo J. Blanco

65-92

Characterization of the conceptions of the professors in formation on education learning of geometry

https://doi.org/10.20396/zet.v14i25.8646997

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v14i25.8646997

Sheila Denize Guimarães, Mônica Vasconcellos, Leny R. M. Teixeira

93-106

Normal Superior course regarding the geometry teaching in the initial series of the fundamental teaching: concepções dos acadêmicos do normal superior

https://doi.org/10.20396/zet.v14i25.8646998

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v14i25.8646998

Aguinaldo Robinson de Souza, Gilmara Aparecida da Silva

107-122

Development and analysis of a methodology for quadratic function teaching using ‘parábola’ and ‘oficina de funções’

https://doi.org/10.20396/zet.v14i25.8646999

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v14i25.8646999

Resenha

Célia Maria Carolino Pires

123-128

Cultura, formação e desenvolvimento profissional de professores que ensinam Matemática

https://doi.org/10.20396/zet.v14i25.8647000

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v14i25.8647000