v. 26, n. 1 (2024)

JAN-FEB

Sumário

Artigos

An Ethnomathematical Study of the Preparation of Different Types of Empanadas in the City of Barranquilla, Colombia
Armando Alex Aroca Araújo, Alex Torres-Tortello, Nelsy Vanegas-Ibañez
PDF (English) PDF (Español (España))
1-34
Teacher Discussions as Inputs for the Improvement of the Didactic Suitability of a Massive Study Process in the Period of Admission to the University
Omar Malet, Belén Giacomone, Ana María Repetto
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35-64
Development of Algebraic Thinking in Elementary School: An Analysis from Design-Based Research
Charles Bruno da Silva Melo, Eleni Bisognin
PDF (English) PDF
65-95
Knowledge for Teaching Geometry in Brazilian Primary Education: A Study Over Two Scholar Manuals by Theobaldo Miranda Santos
Aline Suemi Moroto, Edilene Simões Costa dos Santos
PDF (English) PDF
96-124
Decision-Making in Situations of Uncertainty as School Mathematical Knowledge
Andrea Vergara-Gómez
PDF (English) PDF (Español (España))
125-156
Is English the New Programming Language? How About Pseudo-code Engineering?
Gian Alexandre Michaelsen, Renato P. dos Santos
PDF (English)
157-204
Elementary Teachers’ Science Background and Its Impact on Their Science Teaching
Arifin Septiyanto, Eka Cahya Prima, Ari Widodo
PDF (English)
205-232
Mathematical Discourse in Research Lessons from a Lesson Study with Two Prospective Teachers
Raquel Vieira, João Pedro da Ponte
PDF (English) PDF
233-265
The Change of University Teaching in Science and Technology According to Students: A Qualitative Study
Antonio Pérez-Robles, Gabriela Carolina Cattani Delord, Rafael Porlán-Ariza
PDF (English) PDF (Español (España))
266-299
Gamification as a Learning Strategy in Organic Chemistry Teaching
Lia Lima Schneider, Arlete Beatriz Becker Ritt
PDF (English) PDF
300-333
Disruptive Education: Integrating ChatGPT into an Active Methodology for Teaching Sciences and Mathematics
Juliana Rodrigues dos Anjos, Maira Giovana de Souza, Thaygra Severo Prodanov, Agostinho Serrano de Andrade Neto
PDF (English) PDF
334-369
Reflections on Continued Training in Fractions: Influence on Teachers’ Professional Development
Diovana Guerra Simões, Clarissa de Assis Olgin
PDF (English) PDF
370-399
Hybrid Relationship Mediated by Digital Technologies in the Continuing-FormAction of Teachers Who Teach Mathematics
Diego Góes Almeida, Flávia Cristina de Macêdo Santana
PDF (English) PDF
400-424
Didactic-Mathematical Knowledge in the training of Mathematics teachers: a study from the perspective of the Ontosemiotic Approach
Paulo Cesar Pereira Napar, Carmen Teresa Kaiber
PDF (English)
425-447
Contributions of a Pedagogical Intervention for the Study of Perspective Representation in Elementary Education Based on Design-Based Research
Debora de Sales Fontoura da Silva Frantz, Vanilde Bisognin
PDF (English) PDF
448-472