Vol. 21 No. 31 (2008)

View Vol. 21 No. 31 (2008)

Published: 2008-12-28

EDITORIAL

Editorial

Nilza Eigenheer Bertoni

v-vii
- Texto Completo (Português (Brasil))

ARTIGOS

What our Students May Not be Learning about Fractions when we Try to Teach Them Fractions

Antonio José Lopes

1-22
- Texto Completo (Português (Brasil))
Fractions from the Perspective of Elementary School Teachers and Students

Sandra Magina, Tânia Campos

23-40
- Texto Completo (Português (Brasil))
Math Operations and the Principle of Counting

Renato Borges Guerra

41-54
- Texto Completo (Português (Brasil))
Operations with Rational Numbers and their Meanings based on the Part-all Conception

Maria José Ferreira da Silva, Saddo Ag Almouloud

55-78
- Texto Completo (Português (Brasil))
The Different “Personalities” of the Rational Number Approached through Problem-solving

Lourdes de la Rosa Onuchic, Norma Suely Gomes Allevato

79-102
- Texto Completo (Português (Brasil))
The Theory of Subconstructs and the Rational Number as Operator: from algebraic to cognitive structures

Plínio Cavalcanti Moreira, Maria Cristina Costa Ferreira

103-127
- Texto Completo (Português (Brasil))
“Authentic Investigative Activities” for Teaching Ratio and Proportion in Pre-Service Mathematics Teacher Education

David Ben-Chaim, Bat-Sheva Ilany, Yaffa Keret

129-159
- Texto Completo (Português (Brasil))
The Fraction Hour: a small sociology of vampires in Mathematics Education

Carlos Roberto Vianna

161-181
- Texto Completo (Português (Brasil))
Using Computer Resources (Spreadsheet) to Comprehend Rational Numbers

Rosane Ratzlaff da Rosa, Lori Viali

183-207
- Texto Completo (Português (Brasil))
Construction of Knowledge about Fractional Number

Nilza Eigenheer Bertoni

209-237
- Texto Completo (Português (Brasil))