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Venezuela
Paradígma (1011-2251)
La dimensión metadidáctica en los procesos de enseñanza y aprendizaje de la matemática

Received Citations (13)

publishing year previous first author document title
2016 Revista Direito GV Gonçalves, Francysco Pablo Feitosa About words, their uses and meanings: Marcelo Neves’ normative model between norms and metanorms
2019 Cultura-hombre-sociedad Cantillana-Barañados, Raphael On the path of ‘taxis teacher’: the effects of academic deprofessionalization in higher education. A qualitative approach from Chile
2017 Bolema: Boletim de Educação Matemática Godino, Juan D. Onto-Semiotic Approach to Mathematics Teacher's Knowledge and Competences
2020 Bolema: Boletim de Educação Matemática Espinoza, Ricardo Fabián Desenho de um instrumento para valorar a compreensão que apresentam futuros professores de matemática acerca da divisibilidade
2015 Paradígma Pino-Fan, Luis R An expanded view of teachers´didactic-mathematical knowledge
2009 Revista latinoamericana de investigación en matemática educativa Planas, Nuria Methodological considerations for interpretation of interactions in the mathematics classroom
2012 Bolema: Boletim de Educação Matemática Contreras de la Fuente, Ángel Analysis of a process of statement on the teaching of the limit of a function
2010 Paradígma Alvarado Martínez, Hugo Binomial approach for the normal: An Experience of Reflection on Practice
2020 Praxis & Saber Suárez Gómez, Leidy Johana Configurações de objetos e processos matemáticos de cálculo integral
2009 Paradígma Planas, Núria The confrontation of norms in the construction of school mathematics discourses
2013 Bolema: Boletim de Educação Matemática Assis, Adriana Influence of didactical interaction patterns into the development of Mathematics learning: an analysis of an exploratory-investigative activity about sequences
2011 Revista latinoamericana de investigación en matemática educativa Pochulu, Marcel Analysis of the functioning of a non-significant mathematics class
2012 Revista latinoamericana de investigación en matemática educativa Assis, Adriana The normative and meta-normative dimensions in a context of exploratory-investigative classes
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