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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
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
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
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
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
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
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
Paulo Henrique Rodrigues, Márcia Cristina de Costa Trindade Cyrino
e020025
Professional identity of preservice mathematics teachers: aspects of the self-understanding mobilized in the Vaivém
September 21, 2020
https://doi.org/10.20396/zet.v28i0.8654512
DOI:
https://doi.org/10.20396/zet.v28i0.8654512
Carla Nunes Vieira Tavares
257-270
Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language
February 11, 2011
https://doi.org/10.20396/zet.v18i0.8646672
DOI:
https://doi.org/10.20396/zet.v18i0.8646672
Robson da Silva Eugênio, Carlos Eduardo Ferreira Monteiro, Liliane Maria Teixeira Lima de Carvalho
e022018
Final years mathematics teachers' probability literacy: reflections of continuing education
October 7, 2022
https://doi.org/10.20396/zet.v30i00.8661705
DOI:
https://doi.org/10.20396/zet.v30i00.8661705
Paola Sztajan
87-103
Buscando um perfil da população: quais as crenças dos professores de matemática?
December 30, 1998
https://doi.org/10.20396/zet.v6i10.8646785
DOI:
https://doi.org/10.20396/zet.v6i10.8646785
Marcelo Almeida Bairral
75-92
Online educational curriculum materials as a strategy for professional development in mathematics
May 13, 2016
https://doi.org/10.20396/zet.v24i45.8646530
DOI:
https://doi.org/10.20396/zet.v24i45.8646530
Lina Brunheira, João Pedro da Ponte
464-485
Developing spatial reasoning in prospective elementary teacher education
October 15, 2018
https://doi.org/10.20396/zet.v26i3.8652882
DOI:
https://doi.org/10.20396/zet.v26i3.8652882
Manuel Barrantes, Lorenzo J. Blanco
65-92
Characterization of the conceptions of the professors in formation on education learning of geometry
May 30, 2006
https://doi.org/10.20396/zet.v14i25.8646997
DOI:
https://doi.org/10.20396/zet.v14i25.8646997
Rui Pedro Campos Bento Barros Candeias, Maria Cecília Soares de Morais Monteiro, Mária Cristina Ribeiro Correia de Almeida
e022011
Rational numbers in primary school in Portugal (1930-1974)
May 26, 2022
https://doi.org/10.20396/zet.v30i00.8667892
DOI:
https://doi.org/10.20396/zet.v30i00.8667892
Ana Virginia de Almeida Luna, Jonei Cerqueira Barbosa
347-376
Mathematical modelling and texts produced in an in-service teacher education programme
March 18, 2016
https://doi.org/10.20396/zet.v23i44.8646543
DOI:
https://doi.org/10.20396/zet.v23i44.8646543
Luis Fabián Gutiérrez-Fallas, Ana Henriques
e021006
Design principles of an TPACK-based experience in the mathematics pre-service teacher education
May 27, 2021
https://doi.org/10.20396/zet.v29i00.8661780
DOI:
https://doi.org/10.20396/zet.v29i00.8661780
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