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Vol. 31 No. 1 (2022)
Vol. 31 No. 1 (2022)
Published:
2022-06-30
Editorial
Quadrante: 30 years celebrating diversity of research in mathematics education
Hélia Oliveira, Rosa Tomás Ferreira, Hélia Jacinto
1-6
PDF (Português)
Articles
Aspects of the practice of a community of teachers and the development of professional agency
Laís Maria Oliveira, Márcia Cristina de Costa Trindade Cyrino
7-27
PDF (Português)
The noticing skill of children’s algebraic thinking: a study in initial teacher education
Joana Cabral, Fátima Mendes, Hélia Oliveira
28-53
PDF (Português)
Teacher literacy practices and identity constitution of teachers who teach Mathematics
Neomar Lacerda da Silva, Andréia Maria Pereira de Oliveira
54-73
PDF (Português)
A teaching experience on Cartesian product problem solving with a student with autism
Irene Polo-Blanco, Alicia Bruno, Steven Van Vaerenbergh
74-91
PDF (Español)
Semantic congruence: a semiotic and cognitive phenomenon to be considered in mathematical learning
Méricles Thadeu Moretti, Celia Finck Brandt, Saddo Ag Almouloud
92-112
PDF (Português)
When “very simple” is to make sense of matrix multiplication: a video produced by students
Marcelo Souza
113-134
PDF (Português)
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English
Português
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Sherpa Romeo
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