Vol. 16 No. 39 (2024): Dossier: Mathematics teacher training and professional identity

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File and Summary

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Dossiê: Formação de professores que ensinam matemática e Identidade Profissional Docente

Presentation

Márcia Cristina de Costa Trindade Cyrino, Celi Espasandin Lopes, Andreia Maria Pereira de Oliveira

e-2024033
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The professional path as a component of the knowing, being, and doing of the teacher educators in a Mathematics education program

Caroline Paula Cellini, Marta Regina Brostolin

e-2024034
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Vulnerability, professional agency, and collaboration: a case study among female mathematics teachers

Regina Célia Grando, Karina Zolia Jacomelli-Alves

e-2024035
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The process of constituting the identity of teachers who teach Mathematics

Natália Raquel Brisolla Oliveira, Adair Mendes Nacarato

e-2024036
- PDF/A (Português (Brasil))
Pedagogical Residency and Lesson Study: orchestrating different voices in the identity construction of a future Mathematics teacher

Leonardo Lira de Brito, Dario Fiorentini, Aluska Dias Ramos de Macedo Silva

e-2024037
- PDF/A (Português (Brasil))
Professional Identity in a Professional Master’s Program: paths in search of Parker Pyne

Enio Freire de Paula, Bruno César Cardoso Gonzaga

e-2024038
- PDF/A (Português (Brasil))
Inter(weaving) movements of Professional Identity in a study group with Teachers who Teach Mathematics: (re)constructing Learning Trajectories in the field of Probabilistic Education

Lemerton Matos Nogueira, José Ivanildo Felisberto de Carvalho

e-2024039
- PDF/A (Português (Brasil))
Perceptions of experienced Mathematics teachers about their professional trajectory and the movement to constitute their identity

Julio Cezar Rodrigues de Oliveira, Márcia Cristina de Costa Trindade Cyrino

e-2024040
- PDF/A (Português (Brasil))
The professional construction of the Mathematics teacher in the light of Psychoanalysis: two worlds and one identity

Paulo Vinícius Pereira de Lima, Joeanne Neves Fraz, Geraldo Eustáquio Moreira

e-2024041
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Professional Identity and Narratives: the voice(s) of early education teacher(s)

Carla Mariana Rocha Brittes da Silva, Roberta Schnorr Buehring

e-2024042
- PDF/A (Português (Brasil))
Teacher educational contexts associated with School Learning Assessment and the process of professional identity formation of (future) mathematics teachers: an analysis of Brazilian articles

Paulo Henrique Rodrigues, Gabriel dos Santos e Silva, Pamela Emanueli Alves Ferreira

e-2024043
- PDF/A (Português (Brasil))
Becoming a Mathematics teacher for deaf students: an investigation about one’s own practice

Nara de Freitas Simoes, Ana Cristina Ferreira

e-2024044
- PDF/A (Português (Brasil))
Indications of teaching agency in the narratives of two teachers who teach Mathematics in Elementary School

Adriana Franco de Camargo Augusto, Celi Espasandin Lopes

e-2024045
- PDF/A (Português (Brasil))

Articles

Historians from the outside: a public historiography of the websites of city halls of Paraná State

Thiago Reisdorfer, Jorge Pagliarini Junior
- PDF/A (Português (Brasil))

Vol. 16 No. 39 (2024): Dossier: Mathematics teacher training and professional identity

File and Summary

File and Summary

Dossiê: Formação de professores que ensinam matemática e Identidade Profissional Docente

Presentation

The professional path as a component of the knowing, being, and doing of the teacher educators in a Mathematics education program

Vulnerability, professional agency, and collaboration: a case study among female mathematics teachers

The process of constituting the identity of teachers who teach Mathematics

Pedagogical Residency and Lesson Study: orchestrating different voices in the identity construction of a future Mathematics teacher

Professional Identity in a Professional Master’s Program: paths in search of Parker Pyne

Inter(weaving) movements of Professional Identity in a study group with Teachers who Teach Mathematics: (re)constructing Learning Trajectories in the field of Probabilistic Education

Perceptions of experienced Mathematics teachers about their professional trajectory and the movement to constitute their identity

The professional construction of the Mathematics teacher in the light of Psychoanalysis: two worlds and one identity

Professional Identity and Narratives: the voice(s) of early education teacher(s)

Teacher educational contexts associated with School Learning Assessment and the process of professional identity formation of (future) mathematics teachers: an analysis of Brazilian articles

Becoming a Mathematics teacher for deaf students: an investigation about one’s own practice

Indications of teaching agency in the narratives of two teachers who teach Mathematics in Elementary School

Articles

Historians from the outside: a public historiography of the websites of city halls of Paraná State

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