v. 25, n. 3 (2023)

MAY-JUN

Sumário

Artigos

The Individual and the Collaborative Nature of Metacognitive Strategies and Their Unfoldings for Mathematical Modelling
Lourdes Maria Werle de Almeida, Élida Maiara Veloso de Castro
PDF (English) PDF
1-25
Evidence of Content Learning Through Animations Developed Based on the Cognitive Theory of Multimedia Learning
Rodrigo Rosalis, Samuel Rocha de Oliveira
PDF (English) PDF
26-52
Competence of Analysis and Reflection on the Management of Textbook Lessons by Pre-Service Teachers
Maria Jose Castillo Cespedes, María Burgos Navarro
PDF (English) PDF (Español (España))
53-91
Trigonometry vs. Trigonometric Integration
Enrique Mateus-Nieves
PDF (English) PDF (Español (España))
92-119
Historical Review of the Theses Approved in the Venezuelan Master’s Degree Programmes in Mathematics Education (1974-2016)
Fredy Enrique González, Vanesa Pacheco Moros
PDF (English) PDF (Español (España))
120-153
Interactions Promoted by Teacher Educators Based on an Erroneous Approach to the Subject of Fractions
Hugo Parra-Sandoval, Adelso Gustavo Perdomo Hernández, Gabriela Prieto
PDF (English) PDF (Español (España))
154-179
Exploring The Field-Independent Student’s in Understanding Derivative Concepts: A Case of Commognitive Perspective
Rita Lefrida, Tatag Yuli Eko Siswono, Agung Lukito
PDF (English)
180-207
Inquiry-Based Science Teaching and the Development of Teaching Knowledge in Amazonia
Kleberson Almeida de Albuquerque, Danielle Rodrigues Monteiro da Costa
PDF (English) PDF
208-237
Students’ Creative Thinking Stages in Inquiry-Based Learning: A Mixed-Methods Study of Elementary School Students in Indonesia
Sri Rahayuningsih, Kartinah Kartinah, Muhammad Nurhusain
PDF (English)
238-272