No. 8 (2015)

Artículos

• Analysis of School Mathematics discourse on textbooks, a view from Socioepistemological Theory

  Ricardo Cantoral, Gisela Montiel, Daniela Reyes-Gasperini

  9-28

  • PDF (Español (España))

• Semiotic conflicts related to correlation and regressionin High Schooltextbooks

  Maria Magdalena Gea, Maria del Mar López-Martín, Rafael Roa

  29-49

  • PDF (Español (España))

• An analysis of derivability theorems’ justifications in textbooks from the 70’s Spanish Education Law

  Laura Conejo Garrote, Matías Arce Sánchez, Tomás Ortega del Rincón

  51-71

  • PDF (Español (España))

• Problem solving in textbooks an instrument for analysis

  Elena María López González, Ana Cristina Guerrero, José Carrillo Yáñez, Luis Carlos Contreras Gonzalez

  73-94

  • PDF (Español (España))

• A comparative study about compound proportionality in Spanish Secondary textbooks under LOGSE-LOE-LOMCE

  Sergio Martínez Juste, José María Muñoz Escolano, Antonio M. Oller Marcén

  95-115

  • PDF (Español (España))

• Algebrization levels of school mathematics practices. Networking of the Onto-semiotic and Anthropological perspectives

  Juan D. Godino, Teresa Neto, Miguel R. Wilhelmi, Lilia P. Aké, Silvia Etchegaray, Aitzol Lasa

  117-142

  • PDF (Español (España))