Vol. 25 No. 3 (2017): set./dez.

Editorial

Dario Fiorentini, Bruno Alves Dassie

362-363

Editorial

https://doi.org/10.20396/zet.v25i3.8651319

PDF (Português (Brasil))

DOI: https://doi.org/10.20396/zet.v25i3.8651319

Article

Marilena Bittar

364-387

A teoria antropológica do didático como ferramenta metodológica para análise de livros didáticos

https://doi.org/10.20396/zet.v25i3.8648640

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DOI: https://doi.org/10.20396/zet.v25i3.8648640

Rafaela Silva Rabelo

388-404

The series The Alexander-Dewey Arithmetic: appropriations of the progressive education

https://doi.org/10.20396/zet.v25i3.8648421

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DOI: https://doi.org/10.20396/zet.v25i3.8648421

Marta Cristina Pozzobon, Talita Mendes de Araujo

405-417

"The Men who Know": the Women of the Jaguarão Cooperative and the Mathematics

https://doi.org/10.20396/zet.v25i3.8648207

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DOI: https://doi.org/10.20396/zet.v25i3.8648207

Maria Lucia Faria Moro, Maria Tereza Carneiro Soares, Alina Galvão Spinillo

418-439

What didactic actions to choose when facing students’ errors in mathematics problems?

https://doi.org/10.20396/zet.v25i3.8649678

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DOI: https://doi.org/10.20396/zet.v25i3.8649678

Marcelo Carlos de Proença

440-456

The teachers' point of view of about students' difficulties in problem solving

https://doi.org/10.20396/zet.v25i3.8647477

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DOI: https://doi.org/10.20396/zet.v25i3.8647477

Sueli Fanizzi, Vinício Macedo Santos

457-473

Public policies on continuing education of teachers of elementary school’s first years in mathematics

https://doi.org/10.20396/zet.v25i3.8648349

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DOI: https://doi.org/10.20396/zet.v25i3.8648349

Magna Natalia Marin Pires, Regina Luzia Corio de Buriasco

474-495

Teachers of the early grades, the stages test and the possibility of learning

https://doi.org/10.20396/zet.v25i3.8648524

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DOI: https://doi.org/10.20396/zet.v25i3.8648524

Miriam Criez Nobrega Ferreira, Miguel Ribeiro, Alessandro Jacques Ribeiro

496-514

Mathematical knowledge for teaching algebra at early years

https://doi.org/10.20396/zet.v25i3.8648585

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DOI: https://doi.org/10.20396/zet.v25i3.8648585

Amanda Larissa de Almeida, Eliane Matesco Cristovão

515-533

State of knowledge of Brazilian research on mathematical contents disciplines in teacher education

https://doi.org/10.20396/zet.v25i3.8649991

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DOI: https://doi.org/10.20396/zet.v25i3.8649991

Edvonete Souza de Alencar, Saddo Ag Almouloud

534-554

Qualitative metasynthesis of theorical frameworks in the teacher training at multiplicative field

https://doi.org/10.20396/zet.v25i3.8647539

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DOI: https://doi.org/10.20396/zet.v25i3.8647539

Resenha

Jenny Patricia Acevedo Rincón

555-560

Learning in landscapes of practice: boundaries, identity, and knowledgeability in practice-based learning

https://doi.org/10.20396/zet.v25i3.8649693

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DOI: https://doi.org/10.20396/zet.v25i3.8649693