Teacher Training and Historical Studies on Professional Knowledge: Mathematics to Teach and Mathematics for Teaching

dc.creatorValente, Wagner Rodrigues
dc.date.accessioned2020-05-23T21:04:28Z
dc.date.accessioned2022-12-13T17:33:47Z
dc.date.available2020-05-23T21:04:28Z
dc.date.available2022-12-13T17:33:47Z
dc.date.created2020-05-23T21:04:28Z
dc.date.issued2020-05
dc.identifierValente, W. R. (2020). Teacher Training and Historical Studies on Professional Knowledge: Mathematics to Teach and Mathematics for Teaching. Pedagogical Research, 5(3), em0070. https://doi.org/10.29333/pr/8281
dc.identifier2468-4929
dc.identifierhttps://repositorio.ufsc.br/handle/123456789/208701
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5336826
dc.description.abstractThis text aims to present new research perspectives on teacher training. In particular, it is dedicated to analyzing the training of teachers who teach mathematics from a historical perspective. To this end, it uses the concepts of mathematics to teach and mathematics for teaching, indicating research results, characterizing the professional knowledge of the teacher who teaches mathematics and explaining some elements that constitute this knowledge.
dc.languagept_BR
dc.publisherPedagogical Research
dc.subjectmathematics to teach
dc.subjectmathematics for teaching
dc.subjectprofessional knowledge
dc.subjectteacher training
dc.titleTeacher Training and Historical Studies on Professional Knowledge: Mathematics to Teach and Mathematics for Teaching
dc.typeArticle


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