Vol. 6 No. 2 (2016): jul./dec.

Published: 2016-07-01

Editorial

Mathematics Education and Cultural-Historical Theory

Vanessa Dias Moretti, Wellington Lima Cedro

1-4
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Paper

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

Wolff-Michael Roth

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

José Roberto Boettger Giardinetto

19-35
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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
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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
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Dialectical and historical method, cultural-historical theory, teacher education, Mathematics Education

Anelisa Kisielewski Esteves, Neusa Maria Marques de Souza

73-88
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Changing teachers’ mathematical knowledge during their teaching activity

Wellington Lima Cedro

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

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

111-135
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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
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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
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Mathematics Education in a cultural-historical perspective: elements for a new school culture

Maria Silvia Rosa Santana, Suely Amaral Mello

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

Luis Radford

187-206
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The views of lay numeracy instructors in a freirean literacy program

Ana Lúcia Braz Dias, Harryson Júnio Lessa Gonçalves

207-224
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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
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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
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