v. 25, n. 4 (2023)

JUL-AUG

Sumário

Artigos

Discursive Textual Analysis & Iramuteq: Potentials of the Blended Process
Valderez Marina do Rosário Lima, Marcelo Prado Amaral-Rosa, Maurivan Güntzel Ramos
PDF (English) PDF
1-25
The Process of Becoming a Teacher: Experiences with Teachers in Northeast Brazil
Margarita Villegas
PDF (English) PDF
26-61
Meaningful Learning and Mathematical Modelling - Contributions to Dealing with Business Problem Situations in Higher Education
Arrigo Fontana, Claudia Lisete Oliveira Groenwald
PDF (English) PDF
62-94
Characterising the Didactic-Stochastic Knowledge of Future Mathematics Teachers: The Case of Chile
Felipe Ruz, Francisca M. Ubilla, Valentina Giaconi
PDF (English)
95-132
Developing and Reporting Psychometric Evidence of Prerequisite Algebra Skills Instrument
Hendra Kartika, Mega Teguh Budiarto, Yusuf Fuad, Kim Jeonghyeon, Ebenezer Bonyah
PDF (English)
133-162
Mathematics Teaching in Youth and Adult Education in Manaus
Bruno Thayguara de Oliveira Ribeiro, Claudia Lisete Oliveira Groenwald
PDF (English) PDF
163-191
Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking
Renata da Silva Dessbesel, Sani de Carvalho Rutz da Silva, Elsa Midori Shimazaki
PDF (English) PDF
192-218
An Accessible Curriculum Proposal in Functions Content Based on the Universal Design for Learning
Marcelio Adriano Diogo, Marlise Geller
PDF (English) PDF
219-255
Constructing Scientific Knowledge through the Teacher´s Questions in a Guided-Inquiry Primary Lesson of the Water Cycle
Ana Aragüés Díaz
PDF (English)
256-283
Comparative Study of Elementary School Mathematics Textbooks between Singapore and Indonesia: The Case of Fractions
Yoppy Wahyu Purnomo, Yashinta Meyliana Fatima, Amiroh Amiroh, Fidariya Mawaddah, Irfan Wahyu Prananto, Fery Muhammad Firdaus
PDF (English)
284-313