Vol. 25 No. 1 (2017): Dossiê Temático

Editorial

Vanessa Moreira Crecci, Adair Mendes Nacarato, Dario Fiorentini

1-6

Estudos do estado da arte da pesquisa sobre o professor que ensina matemática

https://doi.org/10.20396/zet.v25i1.8649175

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8649175

Dossiê temático - 2017

Flávia Cristina Figueiredo Coura, Cármen Lúcia Brancaglion Passos

7-26

State of knowledge about the Mathematics teacher educator in Brazil

https://doi.org/10.20396/zet.v25i1.8647556

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647556

Enio Freire de Paula, Márcia Cristina Trindade de Costa Cyrino

27-45

Professional identity of teachers who teach mathematics: brazilian research between 2001-2012

https://doi.org/10.20396/zet.v25i1.8647553

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647553

Adair Mendes Nacarato, Andréia Maria Pereira Oliveira, Déa Nunes Fernandes

46-74

Stories of teacher education and of teachers who teach mathematics: possible theoretical-methodological approximations

https://doi.org/10.20396/zet.v25i1.8647745

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647745

Anemari Roesler Luersen Vieira Lopes, Maria Auxiliadora Vilela Paiva, Patrícia Sandalo Pereira, Simone Pozebon, Wellington Lima Cedro

75-93

Supervised curricular internship in mathematics degrees: reflections on Brazilian research

https://doi.org/10.20396/zet.v25i1.8647637

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647637

Ana Maria Carneiro Abrahão, Sandra Aparecida Fraga da Silva

94-116

Teaching Mathematics at the beginning of schooling: researches about initial teacher training

https://doi.org/10.20396/zet.v25i1.8647742

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647742

Rute Elizabete de Souza Rosa Borba

117-134

Initial and continuing education of teachers who teach Mathematics in initial schooling

https://doi.org/10.20396/zet.v25i1.8647804

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647804

Ana Cristina Ferreira, Ana Teresa de Carvalho Correa de Oliveira, Cirléia Pereira Barbosa

135-163

The teacher who teaches Mathematics as a focus of study in Brazilian professional masters

https://doi.org/10.20396/zet.v25i1.8647758

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647758

Dario Fiorentini, Vanessa Moreira Crecci

164-185

Research meta-synthesis on the knowledge in in-service teacher education of teachers who teach mathematics

https://doi.org/10.20396/zet.v25i1.8647773

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647773

Douglas da Silva Tinti, Ana Lúcia Manrique

186-203

A teacher learning mapping study in communities of practice constituted in OBEDUC

https://doi.org/10.20396/zet.v25i1.8647770

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647770

Rodrigo Medeiros dos Santos

204-219

An overall analysis of researches on training/practice of teachers who teach statistics, probability and combinatorics

https://doi.org/10.20396/zet.v25i1.8647576

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i1.8647576