Acta Scientiae, Revista de Ensino de Ciencias e Matematica

Visão geral
Metrics
Identidade
Ver todos

Qualis

A2

código do país

BR

tipo

journal

publicação venue de

A Nautical Instrument Lying of the Plane in Teaching the Concepts of Chord and Arc of Circumference. 25:55-85. 2023-01-01
A Pesquisa no Campo da Criatividade em Matemática: rumos e perspectivas no cenário internacional. 25:67-97. 2023-01-01
An Accessible Curriculum Proposal in Functions Content Based on the Universal Design for Learning. 25:219-255. 2023-01-01
Análise textual discursiva & IRaMuTeQ: Potencialidades do processo híbrido. 25:1-25. 2023-01-01
Contextualisation of Geometry Tasks in High School Mathematics Textbooks. 24:69-98. 2023-01-01
Contextualised Approach to Mathematics in Engineering from the Perspective of Cognitive Dysfunctions. 24:35-77. 2023-01-01
Ensino de ciências por investigação e o desenvolvimento de saberes docentes na Amazônia. 3:208-237. 2023-01-01
Evidence of Content Learning Through Animations Developed Based on the Cognitive Theory of Multimedia Learning. 25:26-52. 2023-01-01
Evidence of Professional Knowledge of a 4 th -grade Mathematics Teacher from the Perspective of a Research Project Involving Lesson Study. 25:196-222. 2023-01-01
Experimental Geometry, Pythagorean Theorem and Montessori. 24:376-404. 2023-01-01
GEOMETRIC CONSTRUCTIONS IN THE CURRENT MATH TEACHER TRAINING COURSES AT THE FEDERAL UNIVERSITY OF MATO GROSSO DO SUL. 24:405-436. 2023-01-01
Geometry in Mathematics Teaching in Undergraduate Courses at Brazilian Federal Universities. 24:99-133. 2023-01-01
Historical Review of the Theses Approved in the Venezuelan Master?s Degree Programmes in Mathematics Education (1974-2016). 25:120-153. 2023-01-01
Mathematics Teaching in Youth and Adult Education in Manaus. 25:163-191. 2023-01-01
Meaningful Learning and Mathematical Modelling - Contributions to Dealing with Business Problem Situations in Higher Education. 25:62-94. 2023-01-01
Mediation in Mathematics Teaching and Learning in Deaf Education: Algebraic Thinking. 25:192-218. 2023-01-01
Narrativas (auto)biográficas e o desenvolvimento profissional de professores de matemática que ensinam probabilidade e estatística. 25:248-275. 2023-01-01
O processo de se tornar professora: Experiências com docentes do Nordeste brasileiro. 25:27-61. 2023-01-01
Oportunidades de aprendizagem profissional de professores dos anos iniciais no ensino de álgebra: um estudo sobre as práticas de um formador. 25:1-32. 2023-01-01
Reflections on the Documentational Work of Two Teachers in a Remote Collaborative Environment for Compound Interest Teaching. 25:98-123. 2023-01-01
The Individual and the Collaborative Nature of Metacognitive Strategies and Their Unfoldings for Mathematical Modelling. 25:1-25. 2023-01-01
The Profile of Palaeontology Teaching in Undergraduate Courses in Brazil. 25:122-159. 2023-01-01
The Surface Area of Plane Figures in Textbooks throughout Elementary School. 25:28-54. 2023-01-01
A Geometria nos Projetos Pedagógicos Curriculares dos Cursos de Licenciatura em Matemática das Universidades Estaduais Paranaenses. 24:232-257. 2022-01-01
A Proposta Curricular do estado de São Paulo, anos 80: impactos de uma nova expertise para o ensino. 24:584-605. 2022-01-01
A formação de professores e o uso do ábaco na prática de quantificação de grandezas físicas. 24:153-183. 2022-01-01
Affine Functions and Mixed Problems in Elementary School. 24:1-17. 2022-01-01
Alguns Referenciais Teóricos Relacionados ao Pensamento Matemático Avançado. 24:216. 2022-01-01
Analysis of the Conceptions of Teachers Engaged in Developing the Statistical Learning Project Mobilised in a Focus Group. 24:193-230. 2022-01-01
BIOINTEGRADA GAME APPLICATION: AN INSTRUMENT FOR THE SYSTEMIC TEACHING FROM CELLS TO THE ENVIRONMENT. 24:89-119. 2022-01-01
Contributions of Mathematical Modelling for Learning Differential Equations in the Remote Teaching Context. 24:184-215. 2022-01-01
Desempenho Acadêmico e Percepções Referentes à Estratégia Sala de Aula Invertida na Disciplina de Anatomia Humana. 24:54-83. 2022-01-01
Didactic-Mathematical Knowledge and Teacher Education: An Investigation with Pre-Service and In-Service Mathematics Teachers. 24:606-633. 2022-01-01
Early-Career Mathematics Teachers’ Knowledge in the Multiplicative Conceptual Field. 24:179-211. 2022-01-01
Engineering Education: Interdisciplinary Pedagogical Practices in Civil Engineering. 24:202-229. 2022-01-01
Engineering Students’ Utterances about Evaluation and Its Roles in the Courses of Physics and Calculus. 24:230-253. 2022-01-01
Fake News Phenomenon: Formation of Beliefs under Pragmatic Optics and Mathematical Education. 24:1-29. 2022-01-01
Gender Inequality and Science Education: Comparison with Brazilian Students in PISA and ENEM. 24:57-80. 2022-01-01
Geometric Thinking: Reflections Manifested by Preservice Mathematics Teachers in van Hiele Model Studie. 24:286-313. 2022-01-01
Geometry Teaching in the Early Years: A History that Encourages Reflections on the Present. 24:537-565. 2022-01-01
Geometry in art? Scenes of a colonization of the look and the thinking in Mathematics Education. 24:42-68. 2022-01-01
Handwork and Geometry in the Early Years: Curricular Movements (1890-2020). 24:340-375. 2022-01-01
High Abilities or Giftedness in Integrated High-School Education: Perceptions of Mathematics Teachers. 24:207-233. 2022-01-01
Independent and mutually exclusive events: analyzing the difficulties of higher education students. 24:27-53. 2022-01-01
Initiation to Differential Calculus: Teaching Practices of Portuguese Secondary School Teachers. 24:37-63-63. 2022-01-01
Integration of STEM Education in Differential and Integral Calculus classes: Aspects Evidenced in a Mathematical Modelling Activity. 24:116-145. 2022-01-01
Longitudinal study on biodiversity in ten years of the National High School Examination. 24:88-116. 2022-01-01
Making Sense of Models and Modelling in Science Education: Atomic Models and Contributions from Mario Bunge?s Epistemology. 24:168-192. 2022-01-01
Mapas Conceituais: Instrumento de Avaliação da Aprendizagem Significativa de Estudantes de Engenharia na Disciplina de Pré-Cálculo. 24:78-115. 2022-01-01
Mathematics Teaching and Subjects that Include Mathematics in Pedagogy Courses. 24:119-143. 2022-01-01
Meanings Attributed by Students of the Integrated Course of a Federal Institute on Chemistry Teaching. 24:490-513. 2022-01-01
Movimento de compreensão da alfabetização matemática na perspectiva de M ontessori : uma abordagem para os processos de ensino da g eom e tria. 24:504-536. 2022-01-01
Non-verbal interaction and students' visual involvement in Math and English classes. 24:1-26. 2022-01-01
Objetos de Aprendizagem com Feedbacks para a Autorregulação da Aprendizagem de Conceitos Matemáticos Necessários para o Cálculo Diferencial e Integral. 1:176-201. 2022-01-01
Peirce?s Semiotics: Use of Gestures as a Potential Semiotic Resource for Teaching Bohr?s Atom Model. 24:432-461. 2022-01-01
Professional Learning of Physics Teachers in Lesson Study: Exploring Inquiry Tasks. 24:514-549. 2022-01-01
Remote Teacher Actions of Mathematics Teachers in Higher Education. 24:30-56. 2022-01-01
Reverse Mathematical Modelling. 24:552-583. 2022-01-01
Science Education and Indigenous Knowledge in a Decolonial Perspective: An Argentine Case. 24:150-178. 2022-01-01
Seven Possible Characteristics of the Education 4.0 Teacher. 24:183-205. 2022-01-01
Solving Double and Multiple Proportion Problems in the Final Years of Elementary School. 24:183-206. 2022-01-01
Some Theoretical References Related to Advanced Mathematical Thinking. 24:216-243. 2022-01-01
Stimulating high school student creativity, motivation, and mathematics performance with classes based on creativity techniques (Estímulo à criatividade, à motivação e ao desempenho em matemática de estudantes do ensino médio a partir de aulas baseadas em técnicas de criatividade). 24:1-34. 2022-01-01
Straight Lines and Angles that Move, Students? Ideas that Touch and Add. 24:315-339. 2022-01-01
Study of Round Bodies: Conceptions and Praxis of a Didactic Sequence in Light of Guy Brousseau’s Theory. 24:634-665. 2022-01-01
TEACHERS? KNOWLEDGE IN THE POST-2020 TECHNOLOGICAL CONTEXT: THEORETICAL REFLECTIONS FOR TEACHERS? EDUCATION. 24:377-403. 2022-01-01
Teacher Action and Student Action in Mathematics Classes Based on the Exploration of Learning Objects on Digital Board: Categorisations and Connections. 24:328-352. 2022-01-01
Teacher action and student action in mathematics classes based on the exploration of learning objects on digital board: categorisations and connections. 24:328-352. 2022-01-01
Teaching Geometry Using an Adapted Narrative: A Case Study with a Visually Impaired Student. 24:402-431. 2022-01-01
Teaching Knowledge and Self-Concept: A Case Study Involving a Chemistry Teacher. 4:117-144. 2022-01-01
The City Has Abandoned Geometry: The Countryside Has Not! Reflections on Geometry and Its Teaching from the Perspective of Countryside Education. 24:134-162. 2022-01-01
The Construction of the Tower of Pisa as a Basis for Problem Solving in the Exact Sciences and the Use of Interdisciplinarity in Teaching. 24:231-265. 2022-01-01
The Ethical Dimension of Creative and Collective Insubordination: A Philosophical Incursion in Mathematics Education. 24:305. 2022-01-01
The energy theme as a facilitator of transdisciplinarity. 24:1-23. 2022-01-01
Theoretical-Methodological Perspectives of the Debate about Nature of Science in Science Education: Contrasts and Approximations between the Consensus View and Renewed Tendencies. 24:118-149. 2022-01-01
Towards Greater Understandings of Scientific Practices in Science Education: An Analysis of the Publications. 24:151-182. 2022-01-01
Trabalhos manuais e geometria nos anos iniciais: movimentos curriculares (1890-2020). 24:340-375. 2022-01-01
Video production about area and perimeter by grade 7 elementary school students. 24:266-304. 2022-01-01
What Geometry for teaching? Appropriations of Experts on pedagogical studies mission in Europe, late 19th century. 24:92-116. 2022-01-01
[Entre] as Pinturas das Casas Ndebele: [Geo]metrias e Currículos Esgarçados. 24:258-285. 2022-01-01
A educação e o sujeito pós-moderno na sociedade neoliberal e as possibilidades de emancipação pela Pedagogia de Paulo Freire. 23:52-76. 2021-01-01
A participação docente em processos de elaboração curricular: A experiência democrática de Paulo Freire em São Paulo. 23:262-288. 2021-01-01
Applying Ethnomodelling to Explore Glocal Mathematical Knowledge Systems. 23:199-232. 2021-01-01
As Interações em um Grupo com uma Estudante Cega e Videntes em Atividades Experimentais de Química e Possíveis Relações com as Compreensões Discentes sobre a Cegueira. 23:37-65. 2021-01-01
Characteristics of Mathematical Problems Posed by Teachers. 23:233-264. 2021-01-01
Compreensões sobre perímetro e área mobilizadas a partir da abordagem exploratória em um estudo de aula. 23:1-36. 2021-01-01
Computational Thinking in Basic School in the Age of Artificial Intelligence: Where is the Teacher?. 23:270-299. 2021-01-01
Connections between the Pedagogical Project of an Undergraduate Course in Mathematics and the Content Technological and Pedagogical Knowledge. 23:241-264. 2021-01-01
Contextualized tasks of Brazilian textbooks from a Critical Mathematics Education perspective. 23:222-261. 2021-01-01
Criteria That Guide the Professor's Practice to Explain Mathematics at Basic Sciences Courses in Engineering Degrees in Peru. A Case Study. 23:1-33. 2021-01-01
De instrumentos do trabalho a recursos didáticos para aulas de Matemática: experiências em e para cursos técnicos. 23:136-161. 2021-01-01
Disputes in a Pre-Service Mathematics Teachers’ Programme: An (Im)Possible Narrative. 23:139-167. 2021-01-01
EDUCATION AND THE POSTMODERN SUBJECT IN NEOLIBERAL SOCIETY AND THE POSSIBILITIES OF EMANCIPATION BY PAULO FREIRE?S PEDAGOGY. 23:52-76. 2021-01-01
From linearity to rhizomatic network: content organisation in curriculum development in Mathematics. 23:1-21. 2021-01-01
Gender as a Problem in Maths Textbooks: A Practical Handbook on How to be a Girl/Woman. 23:191-221. 2021-01-01
How do textbooks from Brazil, the United States, and Japan deal with fractions?. 23:77-111. 2021-01-01
Kuhnian Analysis of Why, even after Euler?s Contributions, the Fundamental Principle of Motion is still ?Newton?s Second Law?. 23:157-191. 2021-01-01
Kuhnian analysis of why, even after Euler's contributions, the fundamental principle of motion is still ?Newton's second law?. 23:157-191. 2021-01-01
Liderança Universidade-Escola na formação do professor. 23:1-28. 2021-01-01
Lúdico e Direitos Humanos: a Luta Antirracista na Educação em Ciências para uma Formação Político-Científica por meio da Arte do Grafite. 23:237-269. 2021-01-01
Mathematical Modelling and Didactic Moments. 23:96-122. 2021-01-01
Meanings of Interdisciplinarity Attributed by Mathematics Teachers’ Educators and Teachers of the Municipal Schools of SÃ£o Paulo. 23:168-190. 2021-01-01
National Curricular Parameters for Mathematics: From the Creation of the Kaleidoscope to the Necessity to Look Back to Move Forward. 23:47-67. 2021-01-01
New Evidence of the Effect of Literacies in Reducing Disinformation and Fake News. 23:300-333. 2021-01-01
Oportunidades de aprendizagem vivenciadas por professores de matemática: desvelando as ações e o papel do formador durante um processo formativo. 23:112-140. 2021-01-01
Periodisation as an Approach in Historiographic Research in Mathematics Teaching: Reflections on Two Case Studies. 23:80-101. 2021-01-01
Professores de matemática e currículos: autores ou atores?. 23:68-101. 2021-01-01
Promovendo a Criatividade em Matemática em Sala de Aula por Meio de Feedbacks. 23:88-112. 2021-01-01
Rede de Conhecimentos Especializados Ativados em Formação Docente para Responder a um Porquê Matemático sobre Divisão de Frações. 23:193-224. 2021-01-01
Semiótica de Peirce: Uso dos gestos como um potencial recurso semiótico para o ensino do modelo de átomo de Bohr. 23:24-46. 2021-01-01
Subjectivities in curricular practices in Mathematics in Youth and Adult Education. 23:24-46. 2021-01-01
The Formulation of Hypotheses in Mathematical Modelling Activities. 23:66-93. 2021-01-01
The Formulation of Hypotheses in Mathematical Modelling Activities.. 23:66-93. 2021-01-01
The High School Student Protagonism through a Research with the Projects Methodology. 23:102-138. 2021-01-01
The Movement of Teachers’ Theoretical Thinking about the Concept of Fraction and the Meaning Attributed to Teaching Materials: An Example of Multiplication with Fractions. 23:1-28. 2021-01-01
The Role of the Ostensives in Understanding Quantitative Statistical Variables. 23:16-51. 2021-01-01
The Supervised Teaching Practice and the Preservice Teachers? Intended and Performed Actions in a Chemistry Class. 23:136-169. 2021-01-01
The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual. 23:53-79. 2021-01-01
The analysis of statistical graphs constructed by primary school teachers. 23:28-57. 2021-01-01
The perspective of public schools mathematics teachers on their knowledge and teaching practice in connection with the BNCCc. 23:93-120. 2021-01-01
Two Fish Moving in their Seas: How is the Body Language of Teachers who Teach Mathematical Equations?. 23:141-168. 2021-01-01
Understanding the Technological and Pedagogical Content Knowledge (TPACK) of mathematics teachers as a possibility for reflection on the use of educational technology. 23:58-92. 2021-01-01
University-Scholl Leadership in Teacher Education. 23:1-28. 2021-01-01
A DIDACTIC ENGINEERING IN THE RESEARCH PROCESS OF THE GENERALIZATION OF THE PADOVAN SEQUENCE: AN EXPERIENCE IN A PRE-SERVICE TEACHER TRAINING COURSE. 22:109-136. 2020-01-01
A Sequence of Activities for Teaching Diophantine Equations: Possibility to Expand the Knowledge Base of Future Mathematics Teachers. 22:207-225. 2020-01-01
A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context. 22:67-85. 2020-01-01
Analysis of the Argumentative Process of Students to a Social Dilemma related to Genetic Content. 22:43-64. 2020-01-01
Aprendizagem Profissional de Professores dos Anos Iniciais: Explorando os Diferentes Significados do Sinal de Igualdade. 24:71-97. 2020-01-01
Arithmetic Textbooks of the NÂª SÂª da ConceiÃ§Ã£o College, SÃ£o Leopoldo, from 1885 to 1903. 22:175-192. 2020-01-01
Articulated Video Production Between Teachers and Training Teachers as a Proposal for the Teaching of Modern and Contemporary Physics. 22:1-184. 2020-01-01
Assistive Technology in the Construction of Number Concepts: A Study Entailing Actions of Teachers and Visually Impaired Students. 22:155-179. 2020-01-01
Comparative study on current recommendations on technologies for the Teaching of Mathematics in Brazil and Portugal. 22:1-20. 2020-01-01
Construction of Mathematical and Financial Concepts based on Realistic Mathematics Education. 22:226-253. 2020-01-01
Dragons, Monsters, Emotions, Cavemen and Kuhn?s Epistemology: Scientific Revolutions in Films. 22:137-158. 2020-01-01
ELECTRONIC GAME CREATION THROUGH SCRATCH SOFTWARE: CREATIVE AND COLLABORATIVE LEARNING FOSTERING STEAM PRACTICES. 22:28. 2020-01-01
Early Years Math: A Study with Pre-service teachers in Mathematics based on the Principles of Cultural - Historical Theory. 22:84-101. 2020-01-01
Educação Especial e o Ensino de Ciências da Natureza para Estudantes Cegos e Baixa Visão: Contribuições de um Processo Formativo com Professores. 22:206-224. 2020-01-01
Engineering Students? Algebra Difficulties: An Experiment with Computer-Aided Diagnostic Assessment. 22:254-272. 2020-01-01
Evidence from Google Trends of a Widening Second-level Digital Divide in Brazil. Even Worse with the Covid-19. 22:121-154. 2020-01-01
Extemporaneous Intervention to Construct a Financial Education History. 22:25-44. 2020-01-01
Flipped Classroom in Human Anatomy Teaching and Learning: Performance Analysis and Perceptions of Health Academics. 21:151-174. 2020-01-01
For an undistorted view of Newton's Second Law. 22:122-133. 2020-01-01
Investigando Relações entre os Raciocínios Combinatório e Probabilístico na Educação de Jovens e Adultos. 22:134-149. 2020-01-01
Investigating Relationships Between Combinatorial and Probabilistic Reasonings in Youth and Adult Education. 22:134-148. 2020-01-01
LANDSCAPES OF INVESTIGATION AND SCIENTIFIC INITIATION: POSSIBILITIES IN CIVILIZATORY EQUATION. 22:165-185. 2020-01-01
Mathematical Investigation Contributions for the Financial Education and Economics Teaching. 22:1/ 5878-23. 2020-01-01
Mathematical forms in the look about the human body: thought, technique, art and education. 22:134-150. 2020-01-01
Mathematics teachers? learning on Exploratory Teaching: analysis of a Multimedia Case in a Community of Practice. 22:112-133. 2020-01-01
Operative Invariants of Algebraic Pattern Present in the Strategies of Students of the 3rd Grade of Elementary School. 22:47-63. 2020-01-01
PROFESSIONAL KNOWLEDGE AND TEACHER?S REFLECTIONS IN TEACHING A SITUATION INVOLVING THE IDEA OF PROPORTIONALITY. 22:143-164. 2020-01-01
Pisa 2021: Knowledge of Computational Logic in the Mathematics Exam. 22:186-206. 2020-01-01
Potentials and Articulations of Knowledge of the Mathematical Analysis for Teaching Action in High School: An Epistemic Analysis of Notions of Sets from the Perspective of the Onto-Semiotic Approach. 22:245. 2020-01-01
Primary School Teacher?s Professional Learning: Exploring Different Meanings of the Equals Signal. 22:71-97. 2020-01-01
Professional Knowledge and Teacher's Reflections in Teaching a Situation Involving the Idea of Proportionality. 22:143-164. 2020-01-01
Researches about curves sketching on the perspective of global interpretation of figural units focusing on high school. 22:61-87. 2020-01-01
Saberes em (trans)formação e o papel dos experts: currículos, ensino de matemática e formação de professores, 1920-2020. 22:65-83. 2020-01-01
Secondary School Mathematics Teachers? Professional Learning in a Lesson Study. 22:2-27. 2020-01-01
Spectral pattern of plants of Umburana-de-Cambão Commiphora leptophloeos (Mart.) J. B. Gillett in an permanent preservation area at city of Senador Rui Palmeira/AL, Brazil. 16:1461-1472. 2020-01-01
Tachymetry Production and Circulation Background. 22:185-205. 2020-01-01
Task (re)design to enhance the didactic-mathematical knowledge of teachers. 22:98-120. 2020-01-01
Teacher Action, Student Action and its Connections in Mathematics Classes Planned with Manipulative Materials. 22:86-104. 2020-01-01
Teacher assessment action in mathematics classes: a study with teachers from the 2nd cycle of Mozambican general high school education. 22:102-121. 2020-01-01
Tecnologia Assistiva na Construção do Conceito de Número: Um Estudo Envolvendo Ações de Estudantes com Deficiência Visual e Professores. 22:155-179. 2020-01-01
Textbook: an Analysis in the Light of the Ontosemiotic Focus on Rational Numbers. 22:122-141. 2020-01-01
The Impact of the Usage of Hypercultural Mediation in the Teaching of Special Relativity in High School in Brazil. 22:2-27. 2020-01-01
The Importance of Calculating Derivatives for Academics of Architecture and Urbanism Courses in Problem-Solving. 22:225. 2020-01-01
The use of manipulative didactic material to teach concepts related to the treatment of information for visually impaired students. 22:105-121. 2020-01-01
Understanding teacher education within the scope of the Model of Semantic Fields. 22:51-70. 2020-01-01
Using Dynamical Geometry Softwares in the study of Plane Geometry: potentialities and limitations. 22:25-43. 2020-01-01

tem uma área de assunto

is open access

False invalid format

is in DOAJ

False invalid format