No. 13 (2018)

View No. 13 (2018)

DOI: https://doi.org/10.35763/aiem.v0i13

Published: 2021-08-06

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Editorial

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

Salvador Llinares

1-3
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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
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An approach to teach with variations using typical problems

Ban Heng Choy, Jaguthsing Dindyal

21-38
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Noticing students’ mathematical thinking characterization, development and contexts

Ceneida Fernández, Gloria Sánchez-Matamoros, Julia Valls, M. Luz Callejo

39-61
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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
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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
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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
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