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  3. No. 13 (2018)

No. 13 (2018)

					View No. 13 (2018)
DOI: https://doi.org/10.35763/aiem.v0i13
Published: 2021-08-06

Full Issue

  • PDF (Español (España))

Editorial

  • Knowledge, teaching competences of mathematics teachers and becoming a teacher trainer

    Salvador Llinares
    1-3
    • PDF (Español (España))
    • PDF

Artículos

  • Teacher, which is the biggest number? Transcending school curriculum in the exploration of teachers’ specialized knowledge

    Miguel Montes Navarro, Luis Carlos Contreras, José Carrillo
    5-20
    • PDF (Español (España))
  • An approach to teach with variations using typical problems

    Ban Heng Choy, Jaguthsing Dindyal
    21-38
    • PDF
  • Noticing students’ mathematical thinking characterization, development and contexts

    Ceneida Fernández, Gloria Sánchez-Matamoros, Julia Valls, M. Luz Callejo
    39-61
    • PDF
  • Professional knowledge in the design and management of a class on similar triangles. Analysis with tools of the DMKC model

    Juan D. Godino, Belén Giacomone, Vicenç Font, Luis Pino-Fan
    63-83
    • PDF (Español (España))
  • Factors that support or limit changes in student conceptions for the mathematics teacher on the management of the teaching-learning process

    Luis Ángel Bohórquez Arenas, Bruno D'Amore
    85-103
    • PDF (Español (España))
  • Working as mathematics teacher educators at the meta-level (to the focus of the teachers on developing their teaching)

    Laurinda Brown; Tracy Helliwell, Alf Coles
    105-122
    • PDF

Editor

Journal of the Spanish Society of Research in Mathematics Education

       Sociedad Española de Investigación en Educación Matemática

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  • Español (España)

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1.4
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Journal of the Spanish Society of Research in Mathematics Education

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