Vol. 23 No. 3 (2021): DIDACTIC AND RELATED DOCUMENTARY APPROACH

• Editorial- Thematic Number 2021 - Documentary Approach to Didactics - Portuguese version

  Sonia Barbosa Camargo Igliori; Saddo Ag Almouloud; Ana Lucia Manrique

  01-08

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p01-08

• Editorial - Thematic Number 2021 - Documentational Approach to Didactics

  Sonia Igliori, Saddo Ag Almouloud, Ana Lucia

  09-16

  • pdf

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p09-16

• Editorial - Número temático 2021 -Enfoque Documental de lo Didáctico

  Sonia Barbosa Camargo Igliori , Saddo Ag Almouloud, Ana Lucia Manrique

  17-24

  • pdf (Español (España))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p17-24

• Editorial- Theme Number 2021 - Documentary Approach to Didactics

  Sonia Barbosa Camargo Igliori, Saddo Ag Almouloud, Ana Lucia Manrique

  25-32

  • pdf (Français (France))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p25-32

DOCUMENTAL APPROACH TO TEACHING

• Documentational Approach to Didactics in the planning and implementation of a mathematical modelling activity

  Karina Alessandra Pessoa da Silva, Emerson Tortola, Mariane Alves Koga, Michael Felipe Koga

  33-69

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p33-69

• Probity and Faculty Engineering in Mathematics: A Reflection in the light of the Articulation between Documentary Approach, ATD and Didactic Engineering

  Denivaldo Pantoja Da Sillva

  70-99

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p70-99

• Instrumental Orchestration of a Mathematical situation of applications of Double Integrals

  Francisco Eteval Feitosa, Roberta dos Santos Rodrigues

  100-119

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p100-119

• Trajetórias de pesquisas com professores da escola básica analisadas pelo olhar da gênese documental

  Celina A. A. Pereira Abar, Chrystian Bastos de Almeida, Adriana de Oliveira Dias

  120-150

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p120-150

• Appropriation by teachers of games on 1st-degree equations proposed in textbooks

  Felipe Alexandre de Lima Lira, Elisângela Bastos de Melo Espindola, Jana Trgalová

  151-184

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p151-184

• Analysis of the resource system of a Mathematics teacher in remote education

  Rosana Maria da Silva, Rafael Marinho de Albuquerque, Rogério Ignácio

  185-216

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p185-216

• Recursos de um professor para ensinar conteúdos estatísticos nos anos finais do ensino fundamental em escolas do campo

  Diego Jonata de Medeiros, Iranete Maria da Silva Lima

  217-246

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p217-246

• Instrumental Approach and Applications

  Afonso Henriques

  247-280

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p247-280

• Numerical and Algebric Factoration: Ecology of a Protomathematical Object as a Function of the Introduction of New Praxeologies from 1960 to 2021 in Elementary Education

  Miriam do Rocio Guadagnini, Valdir Bezerra dos Santos Junior , Renato da Silva Ignácio, Marlene Alves Dias

  281-313

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p281-313

• The Teacher, digital resources and the Documentary Approach to Didactics: a triad to be considered in Educational Software Engineering

  Ricardo Tiburcio, Marilena Bittar

  314-338

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p314-338

• An analysis of academic production on documentational genesis from 2012 to 2020

  Armenio Lannes Xavier Neto, Maria José Ferreira da Silva, Luc Trouche

  339-361

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p339-361

• Online instrumental orchestration a model designed from remote teaching experience

  Verônica Gitirana, Rosilângela Lucena

  362-398

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p362-398

• Joining the pieces of a puzzle: dialectical perspectives and the documentational genesis in the initial formation of Mathematics teachers

  Cibelle F.C de Assis, Luc Trouche

  399-427

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p399-427

• The integration of the Documental Approach to Didactic and a design process for developing of a platform to support distance learning

  Amanda Rodrigues da Silva, Franck Bellemain, Auta Laurentino

  428-454

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p428-454

• The use of the concept of documentational trajectory to analyze the relationship between resources and the mathematics teachers’ professional development

  Katiane de moraes Rocha

  455-481

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p455-481

• From Lyon’s “Re(s)source Conference” to the Covid-19 Pandemic: impacts and contributions to the theory of the Documentational Approach to Didactics.

  Sonia Barbosa Camargo Igliori

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2021v23i3p482-515