No. 26 (2024)

Artículos

• Teacher Specialised Knowledge: A Teaching Experiment Focused on a Formative Task about Geometry

  Víctor Javier Barrera Castarnado, Luis Carlos Contreras González, María Cinta Muñoz Catalán, María del Mar Liñán García

  1-19

  • PDF (Español (España))

• Lesson study as a lever for developing preservice teachers’ knowledge about the preparation of lessons

  Nicole Gaspar Duarte, João Pedro Mendes da Ponte, Hélia Gonçalves Pinto

  21-39

  • PDF (Português (Brasil))

• Obstacles and Difficulties of Students in Incorporating Integer Numbers

  Alberto Zapatera Llinares, Eduardo Quevedo Gutiérrez, Sofía González Gallego, Alejandro Santana Coll, Judit Álamo Rosales

  41-63

  • PDF (Español (España))

• Conceptual Metaphors in Textbooks: A Study of Written Discourse on Negative Integers

  Oscar Fernández-Sánchez

  65-84

  • PDF (Español (España))

• Utilizing Decision-making Task: Students’ Mathematical Justification in Collaborative Problem Solving

  Namirah Fatmanissa, Tatag Yuli Eko Siswono, Agung Lukito , Ismail

  85-103

  • PDF

• From “Visit of the Works” to the “Questioning of the World” in Argentine Secondary School

  Viviana Carolina Llanos, María Rita Otero, María Paz Gazzola

  105-127

  • PDF (Español (España))

• Decomposition of Numbers: An Ethnomathematics Perspective in Sundanese Language Systems for Elementary School Mathematics Learning

  Uba Umbara

  129-146

  • PDF

• Students With and Without Math Failure: Analysis of the Cognitive and Affective Variables Involved

  José Hernando Ávila-Toscano, Leonardo José Vargas-Delgado, Teremy Tovar-Ortega, Emilio Ariel Hernández-Chang

  147-163

  • PDF (Español (España))