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Douglas da Silva Tinti, Ana Lúcia Manrique
186-203
A teacher learning mapping study in communities of practice constituted in OBEDUC
April 30, 2017
https://doi.org/10.20396/zet.v25i1.8647770
DOI:
https://doi.org/10.20396/zet.v25i1.8647770
Patrícia Lopes Jorge Franco, Andréa Maturano Longarezi, Fabiana Fiorezi de Marco
127-140
The organization of mathematics teaching from the historical cultural perspective: a teaching-formation process
May 13, 2016
https://doi.org/10.20396/zet.v24i45.8646533
DOI:
https://doi.org/10.20396/zet.v24i45.8646533
Francisco Josimar Ricardo Xavier, Adriano Vargas Freitas
e023028
Teacher training and mathematical pedagogical practices in Sobral Youth and Adult Education
December 30, 2023
https://doi.org/10.20396/zet.v31i00.8659350
DOI:
https://doi.org/10.20396/zet.v31i00.8659350
Bruna Camila Both Miranda, Antonio Vicente Marafioti Garnica
e019002
Searching a new model for teachers: the books published by the Cades
March 31, 2019
https://doi.org/10.20396/zet.v27i0.8654273
DOI:
https://doi.org/10.20396/zet.v27i0.8654273
Jairo de Araujo Lopes, Elizabeth Adorno de Araujo
57-70
The Laboratory for Teaching Mathematics: implications in Teacher Training
May 30, 2007
https://doi.org/10.20396/zet.v15i27.8647016
DOI:
https://doi.org/10.20396/zet.v15i27.8647016
Vera Clotilde Garcia Carneiro
81-116
Mudanças na formação de professores de matemática: um estudo de caso
December 30, 2000
https://doi.org/10.20396/zet.v8i13-14.8646716
DOI:
https://doi.org/10.20396/zet.v8i13-14.8646716
Julio Cezar Rodrigues de Oliveira, Pamela Emanueli Alves Ferreira
e021013
Hypothetical learning trajectory as a resource for teacher education
May 29, 2021
https://doi.org/10.20396/zet.v29i00.8661816
DOI:
https://doi.org/10.20396/zet.v29i00.8661816
Wagner Rodrigues Valente
254-264
From textbooks to notebooks for school mathematics: the emergence of the professional knowledge
August 31, 2017
https://doi.org/10.20396/zet.v25i2.8648206
DOI:
https://doi.org/10.20396/zet.v25i2.8648206
Marcelo Marcilio Silva, Ricardo Roberto Plaza Teixeira
45-62
Affection-Performance Diagram – A tool for insertion of the affectivity in the teaching-learning process of mathematics
May 30, 2008
https://doi.org/10.20396/zet.v16i30.8646890
DOI:
https://doi.org/10.20396/zet.v16i30.8646890
Emerson Rolkouski
e020031
Narratives and public policies: understandings about the Maths Hubs
December 29, 2020
https://doi.org/10.20396/zet.v28i0.8655048
DOI:
https://doi.org/10.20396/zet.v28i0.8655048
Carla Regina Mariano da Silva, Antonio Vicente Marafioti Garnica
282-298
Educational Laws and teachers formation in the South of Mato Grosso (Brazil)
June 13, 2018
https://doi.org/10.20396/zet.v26i2.8649664
DOI:
https://doi.org/10.20396/zet.v26i2.8649664
Carolina Cordeiro Batista, Rosa Monteiro Paulo
e022029
Planning to teach and learn math: opening of the lesson study
December 30, 2022
https://doi.org/10.20396/zet.v30i00.8663821
DOI:
https://doi.org/10.20396/zet.v30i00.8663821
José Roberto da Silva, Evilásio Clecio de Souza, Maria Aparecida da Silva Rufino
75-93
The toré ritual as a previous organizer to the concept of circle
April 27, 2018
https://doi.org/10.20396/zet.v26i1.8650471
DOI:
https://doi.org/10.20396/zet.v26i1.8650471
Carla Gonçalves Rodrigues
245-256
How can the philosophy of difference and contemporary art be useful to the formation of mathematics teachers?
February 11, 2011
https://doi.org/10.20396/zet.v18i0.8646673
DOI:
https://doi.org/10.20396/zet.v18i0.8646673
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
April 30, 2017
https://doi.org/10.20396/zet.v25i1.8647745
DOI:
https://doi.org/10.20396/zet.v25i1.8647745
Rosana de Oliveira
Public policies: different interfaces on the training of teachers of mathematics
December 9, 2009
https://doi.org/10.20396/zet.v17i0.8646792
DOI:
https://doi.org/10.20396/zet.v17i0.8646792
Lilian Aragão da Silva, Airam da Silva Prado, Jonei Cerqueira Barbosa
93-107
Narratives of mathematics classes: reifying communities of practice
May 13, 2016
https://doi.org/10.20396/zet.v24i45.8646531
DOI:
https://doi.org/10.20396/zet.v24i45.8646531
Shirley Patrícia Nogueira de Castro e Almeida, Maria Laura Magalhães Gomes
e019005
Writings and testimonies in the academic culture of a mathematics course
March 31, 2019
https://doi.org/10.20396/zet.v27i0.8654227
DOI:
https://doi.org/10.20396/zet.v27i0.8654227
Sheila Denize Guimarães, Mônica Vasconcellos, Leny R. M. Teixeira
93-106
Normal Superior course regarding the geometry teaching in the initial series of the fundamental teaching: concepções dos acadêmicos do normal superior
May 30, 2006
https://doi.org/10.20396/zet.v14i25.8646998
DOI:
https://doi.org/10.20396/zet.v14i25.8646998
Aparecida Rodrigues Silva Duarte, Maria Cristina A. de Oliveira, Neuza Bertoni Pinto
103-136
Content and pedagogical knowledge in teacher education: a historical inquiry
December 23, 2010
https://doi.org/10.20396/zet.v18i33.8646695
DOI:
https://doi.org/10.20396/zet.v18i33.8646695
Karla Priscila Schreiber, Mauren Porciúncula
e021003
Teaching knowledge to teach statistics: the teacher's view of students and pedagogical strategies
May 27, 2021
https://doi.org/10.20396/zet.v29i00.8661814
DOI:
https://doi.org/10.20396/zet.v29i00.8661814
Marcus Basso, Márcia Rodrigues Notare
324-344
Instrumental Genesis of GeoGebra in teacher education
August 31, 2017
https://doi.org/10.20396/zet.v25i2.8647864
DOI:
https://doi.org/10.20396/zet.v25i2.8647864
Antonio Vicente Marafioti Garnica
7-28
Fascínio da técnica, declínio da crítica: um estudo sobre a prova rigorosa na formação do professor de matemática
May 30, 1996
https://doi.org/10.20396/zet.v4i5.8646861
DOI:
https://doi.org/10.20396/zet.v4i5.8646861
Fernando Temporini Frederico, Dulcinéia Ester Pagani Gianotto
63-88
Science and math teaching: use of information technology and teacher education
October 29, 2014
https://doi.org/10.20396/zet.v22i42.8646567
DOI:
https://doi.org/10.20396/zet.v22i42.8646567
Rosane Rossato Binotto, Marcus Vinicius Maltempi, Rogério Aparecido Batista da Silva
e023015
Potentials of python programming for the development of creative thinking in mathematics
December 19, 2023
https://doi.org/10.20396/zet.v31i00.8672180
DOI:
https://doi.org/10.20396/zet.v31i00.8672180
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