Vol. 36 No. 2 (2018): Pesquisas em Formação de Professores que Ensinam Matemática

Editorial Staff

Expediente

Revista Perspectiva

385-392
- PDFA (Português (Brasil))

Editor's Note

Editorial

David Antonio da Costa, Diana Carvalho de Carvalho, Eliane Santana Dias Debus, Juliana Cristina Faggion Bergmann, Patricia Laura Torriglia

393-395
- PDFA (Português (Brasil))

Presentation

Apresentação

Regina Célia Grando, Rosana Giaretta Sguerra Miskulin, Maria Auxiliadora Bueno Andrade Megid

396-398
- PDF (Português (Brasil))
- PDFA (Português (Brasil))

Dossiê Pesquisas em Formação de Professores que Ensinam Matemática

Reaching back to advance forward: towards a 21st century approach to learning and teaching fractions

Arthur Belford Powell

399-420
- PDFA
Integration of technology in planning lessons following an exploratory approach: a study with prospective mathematics teachers

Hélia Oliveira, Ana Henriques, Luis Fabián Gutiérrez-Fallas

421-446
- PDFA (Português (Brasil))
La Salle and master-teacher training: the guidelines contained in the guide of the christian schools for the arithmetics education

Andreia Dalcin

447-467
- PDFA (Português (Brasil))
From space of mediation to workshops of experience: a possible training program with Mathematics teachers

Débora Regina Wagner, Cláudia Regina Flores

468-489
- PDFA (Português (Brasil))
The construction of identities in a practice community in the participants’ view

Lilian Aragão da Silva, Andréia Maria Pereira de Oliveira

490-513
- PDFA (Português (Brasil))
Numbers and arithmetic operations with early year’s teachers’ investigations

Maria Auxiliadora Bueno Andrade Megid, Rosana Catarina Rodrigues de Lima

514-537
- PDFA (Português (Brasil))
Reasearch in initial and teachers’ continued training who teach mathematics from the perspective of articulation between the teacher’s knowledge and the practice

Regina Célia Grando, Rosana Giaretta Sguerra Miskulin

538-557
- PDFA (Português (Brasil))
Feeling like a mathematics teacher: the education and transformation course

Silvia Maria Medeiros Caporale, Adair Mendes Nacarato

558-579
- PDFA (Português (Brasil))

Article Demand for Continuous

Municipal law of education: Belo Horizonte’ s complementary education laws, Minas Gerais

Marisa Ribeiro Teixeira Duarte, Tailara Bernardes Teles

580-603
- PDFA (Português (Brasil))
The mathematics in the journal The Little Lutheran in the 1950s

Malcus Cassiano Kuhn, Arno Bayer

604-626
- PDFA (Português (Brasil))
Field education and youth education and adults education in the state of mato grosso: an unstable route

Isaura Isabel Conte, Leonir Amantino Boff

627-649
- PDFA (Português (Brasil))
Internationalization in higher education: brazilian teachers in the african space

Marialva Moog Pinto, Maria Aparecida Marques da Rocha, Gildo Volpato

650-663
- PDFA (Português (Brasil))
“Inconvenient people” at school: children and youth’s medicalization and their resistance strategies

Patrícia de Paulo Antoneli, Marcos Roberto Vieira Garcia

664-686
- PDFA (Português (Brasil))
The youth in YAE mode: from "all good" to the role of Information digital echnologies, communication and expression

Helga Valéria de Lima Souza, Carlos Alberto Lopes de Sousa

687-700
- PDFA (Português (Brasil))
The reflective teacher’s training in a distance learning program

Luciana Boff Turchielo, Rosane Aragón

701-723
- PDFA (Português (Brasil))
The act of reading in basic education and the students readers’ training

Elza Tie Fujita, Sandra Aparecida Pires Franco

724-740
- PDFA (Português (Brasil))
Types and meanings of motivation for the choice of a licentiate graduation course

Fabrício Oliveira da Silva, Marinalva Lopes Ribeiro, Hélia Lucila Malta

741-760
- PDFA (Português (Brasil))
The stories of systems of measures of length: contributions to the contextualization in the Mathematics teaching

Jean Franco Mendes Calegari, Marilda Merência Rodrigues

761-782
- PDFA (Português (Brasil))
Objects for mathematical knowledge teaching: material culture contributions in primary schools (1903-1928)

Alexsandra Camara, Rosa Lydia Teixeira Corrêa

783-805
- PDFA (Português (Brasil))

Vol. 36 No. 2 (2018): Pesquisas em Formação de Professores que Ensinam Matemática

Editorial Staff

Expediente

Editor's Note

Editorial

Presentation

Apresentação

Dossiê Pesquisas em Formação de Professores que Ensinam Matemática

Reaching back to advance forward: towards a 21st century approach to learning and teaching fractions

Integration of technology in planning lessons following an exploratory approach: a study with prospective mathematics teachers

La Salle and master-teacher training: the guidelines contained in the guide of the christian schools for the arithmetics education

From space of mediation to workshops of experience: a possible training program with Mathematics teachers

The construction of identities in a practice community in the participants’ view

Numbers and arithmetic operations with early year’s teachers’ investigations

Reasearch in initial and teachers’ continued training who teach mathematics from the perspective of articulation between the teacher’s knowledge and the practice

Feeling like a mathematics teacher: the education and transformation course

Article Demand for Continuous

Municipal law of education: Belo Horizonte’ s complementary education laws, Minas Gerais

The mathematics in the journal The Little Lutheran in the 1950s

Field education and youth education and adults education in the state of mato grosso: an unstable route

Internationalization in higher education: brazilian teachers in the african space

“Inconvenient people” at school: children and youth’s medicalization and their resistance strategies

The youth in YAE mode: from "all good" to the role of Information digital echnologies, communication and expression

The reflective teacher’s training in a distance learning program

The act of reading in basic education and the students readers’ training

Types and meanings of motivation for the choice of a licentiate graduation course

The stories of systems of measures of length: contributions to the contextualization in the Mathematics teaching

Objects for mathematical knowledge teaching: material culture contributions in primary schools (1903-1928)

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