Biblioteca de Educação Matemática
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Designing and Implementing the acaSTEMy Project – Trans-national Science, Technology, Engineering, and Mathematics Teacher Education Focusing on Transversal Competences and Sustainable Education
Science Education International, v. 37, n. 3 · DOI 10.33828/sei.v37.i3.1
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Designing and enacting mathematics lessons: Insights from pre-service teachers’ learning through project-based learning and lesson study
Infinity, v. 15, n. 4 · DOI 10.22460/infinity.v15i4.p993-1010
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Operationalizing Science, Technology, Engineering, and Mathematics Teacher Education through the AcaSTEMy Project
Science Education International, v. 37, n. 3 · DOI 10.33828/sei.v37.i3.2
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The Co-Supervision Process in Pre-service Science, Technology, Engineering, and Mathematics Teacher Education: Development of a Flexible Model Adaptable to Different European Countries
Science Education International, v. 37, n. 3 · DOI 10.33828/sei.v37.i3.6
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Turkish adaptation and psychometric evaluation of the teaching mathematics for social justice beliefs scale for preservice teachers
International Journal of Assessment Tools in Education, v. 13, n. 3 · DOI 10.21449/ijate.1790189
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Guided mathematical reasoning in teacher led secondary mathematics classrooms
Discover Education, v. 5, n. 1 · DOI 10.1007/s44217-026-02136-y
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Nuances on algebra teaching knowledge: preservice mathematics teachers’ understandings of simultaneous equations
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1870360
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Sustainability-Oriented Science, Technology, Engineering, and Math Teacher Education in Transnational Contexts: Design and Evaluation of an Energy Sustainability Module in Estonia, Finland, and Croatia
Science Education International, v. 37, n. 3 · DOI 10.33828/sei.v37.i3.3
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Developing Pre-service Teachers’ Transversal Science, Technology, Engineering, and Mathematics Competencies through Structured Educational Psychology: Evidence from a Module Implementation in Türkiye
Science Education International, v. 37, n. 3 · DOI 10.33828/sei.v37.i3.4
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Semiotic meanings in mathematical modeling: an analysis of videos produced by prospective teachers
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1804990
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The B-AIMT: development and initial validation of a domain-specific instrument for assessing mathematics teachers’ beliefs about artificial intelligence
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1885959
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Can project-based learning improve students’ mathematics learning outcomes: a three-level meta-analysis
Frontiers in Psychology, v. 17 · DOI 10.3389/fpsyg.2026.1868415
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Dimensions of mathematics teachers’ pedagogical knowledge and their association with mathematics teaching: a structural equation modelling approach
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1926468
Download disponível Baixar PDF na fonte: Dimensions of mathematics teachers’ pedagogical knowledge and their association with mathematics teaching: a structural equation modelling approach (abre em nova aba) Acessar texto completo: Dimensions of mathematics teachers’ pedagogical knowledge and their association with mathematics teaching: a structural equation modelling approach (abre em nova aba) -
Evaluation of primary school teachers’ use and perceptions of artificial intelligence in primary school mathematics instruction: a mixed-methods study
Frontiers in Psychology, v. 17 · DOI 10.3389/fpsyg.2026.1741116
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Ontological beliefs as predictors of instructional practices among preservice mathematics teachers: evidence from a Ghanaian University
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1933283
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Exploring Systems Thinking among Science, Technology, Engineering, and Mathematics Educators to Advance Education for Sustainability
Science Education International, v. 37, n. 4 · DOI 10.33828/sei.v37.i4.8
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The Ocularcentric Paradigm in Mathematics: Historical Roots and Contemporary Consequences
Disability Studies Quarterly, v. 45, n. 4 · DOI 10.18061/dsq.7108
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Reimagining inclusive mathematics education in Ghana through ethnomathematics
Frontiers in Psychology, v. 17 · DOI 10.3389/fpsyg.2026.1835750
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Resolviendo ecuaciones diferenciales ordinarias: estudio comparativo de motores simbólicos, solucionadores y modelos generativos de IA
RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, v. 17, n. 33 · DOI 10.23913/ride.v17i33.3123
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EPISTEMOLOGIA DO SENTIR: DISCUTINDO A APRENDIZAGEM SIGNIFICATIVA A PARTIR DO POSTULADO "FAZ SENTIDO SE SENTIR"
Revista Dynamis, v. 32, n. 1 · DOI 10.7867/1982-48662026e12953
Download disponível Baixar PDF na fonte: EPISTEMOLOGIA DO SENTIR: DISCUTINDO A APRENDIZAGEM SIGNIFICATIVA A PARTIR DO POSTULADO "FAZ SENTIDO SE SENTIR" (abre em nova aba) Acessar texto completo: EPISTEMOLOGIA DO SENTIR: DISCUTINDO A APRENDIZAGEM SIGNIFICATIVA A PARTIR DO POSTULADO "FAZ SENTIDO SE SENTIR" (abre em nova aba)
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