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  1. Home /
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  3. Vol. 4 No. 2 (2015): June

Vol. 4 No. 2 (2015): June

Published: 2015-06-23

Editorial

  • Editorial

    Javier Díez Palomar
    103-105
    • PDF (Español (España))

Articles

  • El problema didáctico del álgebra elemental: Un análisis macro-ecológico desde la teoría antropológica de lo didáctico

    Noemí Ruiz Munzón, Marianna Bosch, Josep Gascón
    106-131
    • PDF (Español (España))
  • Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers

    Kansas Conrady
    132-160
    • PDF
  • Creencias de profesores y estudiantes de profesor de educación primaria y secundaria sobre los problemas de matemáticas

    Celia Giné de Lera, Jordi Deulofeu Piquet
    161-178
    • PDF (Español (España))
  • Students’ Recognition of Function Transformations’ Themes Associated with the Algebraic Representation

    Wajeeh M. Daher, Ahlam A. Anabousi
    179-194
    • PDF

Reviews

  • Educational Paths to Mathematics. A C.I.E.A.E.M. Sourcebook

    Joan Cabré
    195-197
    • PDF (Español (España))

Full version

  • Full issue

    Javier Díez Palomar
    103-197
    • PDF

ISSN: 2014-3621

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  • English
  • Español (España)

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