Ir para o conteúdo principal
Ir para o menu de navegação principal
Ir para o rodapé
Open Menu
Início
Arquivos
Equipe Editorial
Anúncios
Submissões
Normas para publicação
Template
Declaração de Ética e Boas Práticas na Publicação
Sobre
Sobre a Revista
Declaração de Privacidade
Contato
Buscar
Cadastro
Acesso
Passos, Laurizete Ferragut, Brasil
Revista de Educação Matemática v. 14 n. 16 (2017): jan. /jun. 2017
- Artigos Científicos
O potencial de um grupo colaborativo para a formação dos formadores de professores
Resumo
PDF
Idioma
Português (Brasil)
Español (España)
English
Artigos mais lidos
Mathematics for the early years at BNCC and reflections about the teaching practice
1440
Critical Mathematics and Financial Education: understanding, analyzing and making decisions
614
Tasks for teaching and learning first-degree polynomial equation in the 6th grade elementary school
456
Reconceitualizando as quatro operações fundamentais
322
Problem Solving: a teaching organization proposal for the learning of mathematical concepts
302
The Perspectives and approaches of the VIII São Paulo Forum on Teacher Education for Mathematics Teaching
262
Mathematics Education in the Pedagogy Undergraduate egree
254
The mathematics of teaching and curriculum documents: history of the production of new knowledge
244
Ubiratan D`Ambrosio e a Decolonialidade na Etnomatemática
221
Academic knowledge in the ethnographies of indisciplinable local knowledge: ethno-mathematics and other ethno-x
201
The teacher training for mathematics education from the perspective of intercultural practices: indigenous peoples, traditional black communities, and rural education
198
Grammar and translation of mathematical texts: reflections for Mathematics Education
195
Teaching and learning of Linear Systems in education teacher through Problem Exploration-Posing-Solving
189
Universal Design for Mathematics Learning: A proposal for teaching decimal numbers
187
Professional and academic profile of teacher educators who work in Mathematics and Pedagogy Degrees
183
Public curriculum policies for the education of teachers who teach mathematics
180
Required curriculum (de)construction: resist, (re)exist, creatively insubordinate possibilities
179
The end of the cognitive empire: the affirmation of the epistemologies of the South
178
Let's hear a story? methodological possibilities for mathematical development in early childhood education
177
The decolonial perspective of ethnomathematics as a resistance movement
175