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Vol. 13 No. 27 (2017): Especial Teoria Antropológica do Didático

Published: 2017-09-30

Editorial

Editorial

José Messildo Viana Nunes

4
- PDF (Português (Brasil))

Artigos Científicos

Fundamentals guiding mathematics education theories: perspectives and diversity

Saddo Ag Almouloud

5-35
- PDF (Português (Brasil))
Mathematics Degree and the study and research course: a proposal of the epistemological model of reference for teaching and learning the concept of function

Rochelande Felipe Rodrigues, Marcus Bessa de Menezes, Marcelo Câmara dos Santos

36-50
- PDF (Português (Brasil))
Contributions of the anthropological theory of teaching in mathematics teacher training

Cintia Melo dos Santos, José Luiz Magalhães de Freitas

51-66
- PDF (Português (Brasil))
The practice of teaching as teacher training of the math teacher

Flávio Nazareno Araujo Mesquita, Renato Borges Guerra

67-86
- PDF (Português (Brasil))
Analysis of praxeological narratives of connections between arithmetic and algebra

José Carlos de Souza Pereira, Francisco Hermes Santos da Silva, José Messildo Viana Nunes

87-106
- PDF (Português (Brasil))
The distance between academic knowledge and taught knowledge revealed in a 7th grade textbook of mathematics: the case of addition and subtraction with integers

Kleber Ramos Gonçalves, Marilena Bittar

107-123
- PDF (Português (Brasil))
Epistemological aspects in the light of the anthropological theory of the didactics underlying the linear transformation theme

Fernando Cardoso de Matos, José Carlos de Souza Pereira, José Messildo Viana Nunes, Renato Borges Guerra

124-141
- PDF (Português (Brasil))