Vol. 26 No. 2 (2018): mai./ago.
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Vol. 26 No. 2 (2018)
Published June 13, 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
PDF (Português (Brasil))
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
PDF (Português (Brasil))
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
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