v. 23, n. 4 (2021)

JUL-AUG

Sumário

Artigos

Some Examples of the Phenomenon of Metadidactic Slippage in School Practice
Bruno D'amore, Martha Isabel Fandiño Pinilla
PDF (English) PDF (Español (España))
1-15
The Role of the Ostensives in Understanding Quantitative Statistical Variables
Irene Mauricio Cazorla, Afonso Henriques, Gleidson Santos Correia, Cláudio Vitor Santana
PDF (English) PDF
16-51
Education and the Postmodern Subject in Neoliberal Society and the Possibilities of Emancipation by Paulo Freire’s Pedagogy
Ronnie Peter Pereira Zanatta, Maria Sara Lima Dias, Nestor Cortez Saavedra Filho
PDF (English) PDF
52-76
How do textbooks from Brazil, the United States, and Japan deal with fractions?
Maria Alice Veiga Ferreira de Souza, Arthur Belford Powell
PDF (English) PDF
77-111
Learning opportunities experienced by mathematics teachers: unveiling actions and role of the teacher educator during a formative process
Marcia Aguiar, Eduardo Goedert Doná, Vania Batista Flose Jardim, Alessandro Jacques Ribeiro
PDF (English) PDF
112-140
Two Fish Moving in their Seas: How does the Body Language of Teachers Show itself who Teach Mathematical Equations?
Mauricio Rosa, Danyal Farsani
PDF (English) PDF
141-168
Prospective high school mathematics teachers’ assessment of the epistemic suitability of a proportionality textbook lesson
Maria Jose Castillo Cespedes, María Burgos Navarro, Juan Diaz Godino
PDF (English)
169-206
Didactic Explanation and School Mathematical Discourse: The Case of Variation
Evelia Reséndiz Balderas, Ricardo Arnoldo Cantoral Uriza
PDF (English) PDF (Español (España))
207-236