Vol. 26 No. 2 (2018): mai./ago.

Editorial

Dario Fiorentini, Bruno Alves Dassie

258-259

Editorial

https://doi.org/10.20396/zet.v26i2.8652693

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i2.8652693

Article

Marlova Estela Caldatto, Dario Fiorentini, Regina Maria Pavanello

260-281

An analysis of the project of professional training privileged by PROFMAT

https://doi.org/10.20396/zet.v26i2.8651034

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i2.8651034

Carla Regina Mariano da Silva, Antonio Vicente Marafioti Garnica

282-298

Educational Laws and teachers formation in the South of Mato Grosso (Brazil)

https://doi.org/10.20396/zet.v26i2.8649664

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i2.8649664

Maria Cândida Müller, Dione Lucchesi de Carvalho

299-317

Study of the experience of a teacher learning community in the Amazon Portal

https://doi.org/10.20396/zet.v26i2.8649997

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DOI: https://doi.org/10.20396/zet.v26i2.8649997

Diego Fogaça Carvalho, Sergio de Mello Arruda, Marinez Meneghello Passos

318-336

Um estudo da mudança das ações docentes de um supervisor do PIBID-Matemática

https://doi.org/10.20396/zet.v26i2.8649577

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i2.8649577

Sérgio Antônio da Silva Leite, Valéria de Araújo Lima

337-353

Affect and mathematics teaching: a pedagogical mediation story in high school

https://doi.org/10.20396/zet.v26i2.8649169

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DOI: https://doi.org/10.20396/zet.v26i2.8649169

Helena Gil Guerreiro, Lurdes Serrazina, João Pedro da Ponte

354-374

Percentage in rational number learning with understanding

https://doi.org/10.20396/zet.v26i2.8651281

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i2.8651281

Maria Isabel Ramalho Ortigão, Maria José Costa Santos, Rafael de Lima

375-389

Literacy in mathematics at PISA: what know and can do the students?

https://doi.org/10.20396/zet.v26i2.8650093

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i2.8650093

Edmilson Minoru Torisu

390-403

Senses and meanings given by a group of students to mathematical tasks

https://doi.org/10.20396/zet.v26i2.8650202

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i2.8650202

Línlya Sachs

404-422

Currículo de matemática na educação do campo: panoramas e zoons

https://doi.org/10.20396/zet.v26i2.8647567

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i2.8647567

Elion Souza da Silva, Ana Teresa de C. C. de Oliveira

423-438

Integrated high school under different perspectives for teaching mathematics

https://doi.org/10.20396/zet.v26i2.8648751

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v26i2.8648751