Vol. 25 No. 2 (2017)

Published August 31, 2017

maio/ago.

Editorial

Dario Fiorentini, Bruno Alves Dassie

220-221

https://doi.org/10.20396/zet.v25i2.8650240

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i2.8650240

Article

Filipe Santos Fernandes

222-239

Histories of the scientific and academic position of mathematics education in Brazil: characterizations and perspectives

https://doi.org/10.20396/zet.v25i2.8648546

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i2.8648546

Wagner Rodrigues Valente

254-264

From textbooks to notebooks for school mathematics: the emergence of the professional knowledge

https://doi.org/10.20396/zet.v25i2.8648206

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i2.8648206

Floriano Viseu

265-288

Representations in the learning of the derivative of a function by secondary school students

https://doi.org/10.20396/zet.v25i2.8649274

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i2.8649274

Bazilicio Manoel de Andrade Filho, Fábio José Rauen

289-304

Conversion of registers of semiotic representation: relevance-theoretic analysis

https://doi.org/10.20396/zet.v25i2.8647171

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i2.8647171

Luzinete Oliveira Mendonça, Celi Espasandin Lopes

305-323

Action teaching in the development of Mathematical Modeling

https://doi.org/10.20396/zet.v25i2.8648493

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i2.8648493

Marcus Basso, Márcia Rodrigues Notare

324-344

Instrumental Genesis of GeoGebra in teacher education

https://doi.org/10.20396/zet.v25i2.8647864

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i2.8647864

Maria Aparecida Vilela Mendonça Pinto Coelho

345-361

Collaborative groups in teacher education: a systematic review of Brazilian studies

https://doi.org/10.20396/zet.v25i2.8647600

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i2.8647600