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A escrita matemática e a intuição em Geometria [Mathematical writting and intuition in geometry]." *Educação e Matemática*. 149-150 (2018): 34-38.Website

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The graphical representation in the learning of functions by 10th grade students." *Educación Matemática*. 34.1 (2022): 186-213. AbstractWebsite

"Graphical representation of functions using technology: a window to teacher knowledge." *Teaching Mathematics and its Applications*. 39.2 (2020): 105-126.Website

"The impact of teachers' knowledge on the connection between technology supported exploration and mathematical proof." *European Journal of Science and Mathematics Education*. 11.4 (2023): 635-649. AbstractWebsite

"Mathematical knowledge for teaching with technology: episodes of one teacher’s practice - Conhecimento matemático para ensinar com tecnologia: episódios da prática de uma professora." *Educação Matemática Debate*. 5.11 (2021): 1-22. AbstractWebsite

"Mathematical proof: from mathematics to school mathematics." *Philosophical Transactions of the Royal Society A*. 377.2140 (2019). AbstractWebsite

"Moving from one representation to another: different ways of doing it, different mathematical learning." *The Scottish Mathematical Council Journal*. 47 (2017): 40-48.Website

"Moving from one representation to another: different ways of doing it, different mathematical learning." *Mathematics in School*. 51.4 (2022).

"A mudança que abala o mundo – Editorial." *Educação e Matemática*.116 (2012): 1.

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Problem solving in linear programming: a study in a vocational course - Resolução de problemas de Programação Linear: um estudo no ensino profissional." *Revista de Estudios e Investigación en Psicología y Educación*. E.1 (2017): 41-46. Abstract

"Reinvenção do ensino a distância: a inovação ao ritmo de cada professor." *Educação e Matemática*. 155 (2020): 16-20. AbstractWebsite

"Rethinking digital technology versus paper and pencil in 3D Geometry." *Journal of Learning for Development*. 9.2 (2022): 267-278. AbstractWebsite

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Teacher’s representational fluency in a context of technology use." *Teaching Mathematics and its Applications*. 35.2 (2016): 53-64. AbstractWebsite

"The use of graphing calculator in the exploration of nonlinear continuous models." *Revemat*. 11.2 (2016): 79-98. AbstractWebsite

"Using tasks to develop pre-service teachers’ knowledge for teaching mathematics with digital technology." *ZDM Mathematics Education*. 52.7 (2020): 1381-1396. AbstractWebsite

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