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Sueli Fanizzi, Vinício Macedo Santos
457-473
Public policies on continuing education of teachers of elementary school’s first years in mathematics
December 27, 2017
https://doi.org/10.20396/zet.v25i3.8648349
DOI:
https://doi.org/10.20396/zet.v25i3.8648349
Josilane de Souza, Carlos Eduardo Ferreira Monteiro
e020005
Understandings about graphs by field school teachers
February 9, 2020
https://doi.org/10.20396/zet.v28i0.8657061
DOI:
https://doi.org/10.20396/zet.v28i0.8657061
Vanessa Dias Moretti, Manoel Oriosvaldo de Moura
155-180
The movement of sense in mathematics teacher education
January 20, 2011
https://doi.org/10.20396/zet.v18i34.8646682
DOI:
https://doi.org/10.20396/zet.v18i34.8646682
Paulo Henrique Apipe Avelar de Paiva, Maria Laura Magalhães Gomes
344-360
Historical aspects of mathematics teachers’ education in São João del Rei-MG
January 20, 2017
https://doi.org/10.20396/zet.v24i3.8648091
DOI:
https://doi.org/10.20396/zet.v24i3.8648091
Ligia Bittencourt Ferraz de Camargo, Marisa Martinez Tarran, Angela Marta Pereira das Dores Savioli, Geraldo Aparecido Polegatti
e023025
The discipline Real Analysis and the future Mathematics teacher: a rethink
December 30, 2023
https://doi.org/10.20396/zet.v31i00.8667533
DOI:
https://doi.org/10.20396/zet.v31i00.8667533
Jackelyne de Souza Medrado, Roberto Nardi, Marisa da Silva Dias
e019030
Senses attributed to the Youth and Adult Education by future mathematics teachers
January 14, 2020
https://doi.org/10.20396/zet.v27i0.8655005
DOI:
https://doi.org/10.20396/zet.v27i0.8655005
Parra Verónica, Maria Rita Otero
Praxeologías didactic in the university: study of case about the notions of Limit and Continuity of functions
December 19, 2009
https://doi.org/10.20396/zet.v17i31.8646727
DOI:
https://doi.org/10.20396/zet.v17i31.8646727
Milena Soldá Policastros, Miguel Ribeiro
e021020
Kindergarten and primary teacher’s specialized knowledge on the topic of division
June 2, 2021
https://doi.org/10.20396/zet.v29i00.8661906
DOI:
https://doi.org/10.20396/zet.v29i00.8661906
Edvonete Souza de Alencar, Saddo Ag Almouloud
534-554
Qualitative metasynthesis of theorical frameworks in the teacher training at multiplicative field
December 27, 2017
https://doi.org/10.20396/zet.v25i3.8647539
DOI:
https://doi.org/10.20396/zet.v25i3.8647539
Marta Élid Amorim, Ruy Cesar Pietropaolo, Angelica da Fontoura Garcia Silva
e020010
Teacher training in Mathematics: a discussion on teaching probability
April 2, 2020
https://doi.org/10.20396/zet.v28i0.8657002
DOI:
https://doi.org/10.20396/zet.v28i0.8657002
Marlova Estela Caldatto, Dario Fiorentini, Regina Maria Pavanello
260-281
An analysis of the project of professional training privileged by PROFMAT
June 13, 2018
https://doi.org/10.20396/zet.v26i2.8651034
DOI:
https://doi.org/10.20396/zet.v26i2.8651034
Thaís Santana Araújo dos Santos, Maria de Lourdes Haywanon Santos Araújo
e022012
Ethnic-racial relations in the curriculum of licentiate degree courses in mathematics of Bahia institutions
May 26, 2022
https://doi.org/10.20396/zet.v30i00.8667622
DOI:
https://doi.org/10.20396/zet.v30i00.8667622
Matilde G. Almeida, José António Fernandes
109-154
The communication of trainee teachers in mathematics classes
January 20, 2011
https://doi.org/10.20396/zet.v18i34.8646681
DOI:
https://doi.org/10.20396/zet.v18i34.8646681
Geraldo Aparecido Polegatti, Ligia Bittencourt Ferraz de Camargo, Angela Marta Pereira das Dores Savioli
e021008
The professor trainer as an encourager for the ethnomathematics indigenous teachers education
May 28, 2021
https://doi.org/10.20396/zet.v29i00.8661760
DOI:
https://doi.org/10.20396/zet.v29i00.8661760
Vinício de Macedo Santos
57-94
The relation and difficulties of students with mathematics: a topic for investigation
December 9, 2009
https://doi.org/10.20396/zet.v17i0.8646794
DOI:
https://doi.org/10.20396/zet.v17i0.8646794
Regina Célia Grando, Adair Mendes Nacarato
141-156
The sharing of formative practices in school mathematics by literacy teachers
May 13, 2016
https://doi.org/10.20396/zet.v24i45.8646534
DOI:
https://doi.org/10.20396/zet.v24i45.8646534
Maria Marta da Silva, Wellington Lima Cedro
e023024
Pre-service mathematics teacher: the function of assessment in pedagogical activity
December 30, 2023
https://doi.org/10.20396/zet.v31i00.8664239
DOI:
https://doi.org/10.20396/zet.v31i00.8664239
Alessandro Jacques Ribeiro, Silvia Dias Alcântara Machado
85-104
Equation and its multimeanings: potentialities to the construction of mathematical knowledge
December 19, 2009
https://doi.org/10.20396/zet.v17i31.8646725
DOI:
https://doi.org/10.20396/zet.v17i31.8646725
Leonardo Barichello, Marcelo Firer
e021021
How much of high school mathematics do brazilian future mathematics teachers master?
September 17, 2021
https://doi.org/10.20396/zet.v29i00.8661904
DOI:
https://doi.org/10.20396/zet.v29i00.8661904
Adriana Santos Sousa, Tania Cristina Rocha Silva Gusmão
e023014
(Re)Design of mathematical tasks in the light of didactic suitability and creativity criteria
December 19, 2023
https://doi.org/10.20396/zet.v31i00.8672198
DOI:
https://doi.org/10.20396/zet.v31i00.8672198
Cileda de Queiroz e Silva Coutinho, Auriluci de Carvalho Figueiredo
e020017
Computational simulation: aspects of frequentist probability teaching
May 27, 2020
https://doi.org/10.20396/zet.v28i0.8656869
DOI:
https://doi.org/10.20396/zet.v28i0.8656869
Maria Laura Magalhães Gomes
95-109
Matemática e escola: uma experiência integradora na licenciatura em matemática da Universidade Federal de Minas Gerais
May 30, 1997
https://doi.org/10.20396/zet.v5i7.8646762
DOI:
https://doi.org/10.20396/zet.v5i7.8646762
Adair Mendes Nacarato
269-280
The national education plan (PNE): correlating post-graduate studies with k-12 education
September 22, 2016
https://doi.org/10.20396/zet.v24i2.8646522
DOI:
https://doi.org/10.20396/zet.v24i2.8646522
Mariana Lima Vilela, Filipe Santos Fernandes
e022014
The bachelor of mathematics for teaching curricula at UFMG: professional knowledge in a story of the supervised curricular internship courses (1971 - 1987)
May 26, 2022
https://doi.org/10.20396/zet.v30i00.8667618
DOI:
https://doi.org/10.20396/zet.v30i00.8667618
Gabriela dos Santos Barbosa
221-239
Continued training of Guarani teachers: a concept study about natural numbers
April 27, 2018
https://doi.org/10.20396/zet.v26i1.8650886
DOI:
https://doi.org/10.20396/zet.v26i1.8650886
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