O modelo de Romberg e o percurso metodológico de uma pesquisa qualitativa em educação de uma pesquisa qualitativa em educação

dc.contributorUniversidade Estadual Paulista (Unesp)
dc.contributorUniv Cruzeiro Sul
dc.date.accessioned2014-05-20T15:34:29Z
dc.date.accessioned2022-10-05T17:19:11Z
dc.date.available2014-05-20T15:34:29Z
dc.date.available2022-10-05T17:19:11Z
dc.date.created2014-05-20T15:34:29Z
dc.date.issued2008-01-01
dc.identifierBolema-mathematics Education Bulletin-boletim de Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 21, n. 29, p. 175-197, 2008.
dc.identifier0103-636X
dc.identifierhttp://hdl.handle.net/11449/42549
dc.identifierWOS:000272527600009
dc.identifierWOS000272527600009.pdf
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3913406
dc.description.abstractThe objective of this study is to present the trajectory of a research project (ALLEVATO, 2005) whose phenomenon of interest is the teaching of mathematics using problem solving with computers. The text is an attempt to portray this trajectory, from the point of view of the methodological route followed by the researcher, which was based on two main axes: the guidance of the educator Thomas A. Romberg (1992), and the guidelines provided by the foundations of qualitative research. The study was developed during a doctoral course offered by the Graduate Program in Mathematics Education at the State University of São Paulo (UNESP), Rio Claro campus.
dc.languagepor
dc.publisherUniversidade Estadual Paulista (Unesp), Departamento de Matemática
dc.relationBolema-mathematics Education Bulletin-boletim de Educacao Matematica
dc.rightsAcesso aberto
dc.sourceWeb of Science
dc.subjectRomberg Model
dc.subjectQualitative Research
dc.subjectMathematics Education
dc.titleO modelo de Romberg e o percurso metodológico de uma pesquisa qualitativa em educação de uma pesquisa qualitativa em educação
dc.typeArtigo


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