v. 6 n. 2 (2016): jul./dez.

Publicado: 2016-07-01

Editorial

Mathematics Education and Cultural-Historical Theory

Vanessa Dias Moretti, Wellington Lima Cedro

1-4
- PDF (English)

Artigos

Is mathematical knowledge constructed? A cultural-historical critique of object oriented conceptions of learning activity

Wolff-Michael Roth

5-22
- PDF (English)
Theoretical approaches of the historical-critical pedagogy to understand the universality of mathematical knowledge: implications for teaching

José Roberto Boettger Giardinetto

19-35
- PDF (English)
Conceptual nexuses of algebraic knowledge: a study from the starting point of the historic and logical movement

Maria Lucia Panossian, Maria do Carmo de Sousa, Manoel Oriosvaldo de Moura

36-53
- PDF (English)
Dialectical and historical method, cultural-historical theory and education: some appropriation in research on education of teachers who teach mathematics

Vanessa Dias Moretti, Edna Martins, Flávia Dias de Souza

54-72
- PDF (English)
Dialectical and historical method, cultural-historical theory, teacher education, Mathematics Education

Anelisa Kisielewski Esteves, Neusa Maria Marques de Souza

73-88
- PDF (English)
Changing teachers’ mathematical knowledge during their teaching activity

Wellington Lima Cedro

89-110
- PDF (English)
Program for solving problems as method for development of logic thinking in school children

Yulia Solovieva, Yolanda Rosas-Rivera, Luis Quintanar-Rojas

111-135
- PDF (English)
Contributions of the cultural-historical theory to mathematics teaching in the early years of school

Joselia Euzebio da Rosa, Ana Paula da Silva Galdino, Luciane Pandini Simiano

136-151
- PDF (English)
What does school work reveal on the teaching of Geometry in year 2 of the primary school?

Sueli Cristina Locatelli, Silvia Pereira Gonzaga de Moraes

152-171
- PDF (English)
Mathematics Education in a cultural-historical perspective: elements for a new school culture

Maria Silvia Rosa Santana, Suely Amaral Mello

172-186
- PDF (English)
The theory of objectification and its place among sociocultural research in Mathematics Education

Luis Radford

187-206
- PDF (English)
The views of lay numeracy instructors in a freirean literacy program

Ana Lúcia Braz Dias, Harryson Júnio Lessa Gonçalves

207-224
- PDF (English)
Designing aesthetic experiences for young mathematicians: a model for Mathematics Education reform

George Gadanidis, Marcelo de Carvalho Borba, Janette Hughes, Hannah Dora Lacerda

225-244
- PDF (English)
How affordances and constraints of physical and virtual manipulatives support the development of procedural fluency and algorithmic thinking in Mathematics

Jennifer Such, Patrícia Moyer-Packenham

245-265
- PDF (English)