Zobrazeno 1 - 3
of 3
pro vyhledávání: '"professor de escola primária"'
Autor:
Palmenia Rodríguez Rojas
Publikováno v:
Revista Innovaciones Educativas, Volume: 25, Issue: 38, Pages: 23-35, Published: JUN 2023
Resumen: Las fracciones son un tema matemático complejo, difícil de aprender y de enseñar. Estudios previos sugieren que el aprendizaje del estudiantado puede verse limitado por la comprensión que tiene el profesorado en fracciones. El objetivo d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e9a6cedfde00c38b301fedb2089d61f2
https://doi.org/10.22458/ie.v25i38.4549
https://doi.org/10.22458/ie.v25i38.4549
Autor:
Rodríguez Rojas, Palmenia
Publikováno v:
Innovaciones Educativas; Vol. 25 No. 38 (2023): Reflections and research experiences for innovation; 23-35
Innovaciones Educativas; Vol. 25 Núm. 38 (2023): Reflexiones y experiencias investigativas para la innovación; 23-35
Innovaciones Educativas; Vol. 25 N.º 38 (2023): Reflexões e experiências de pesquisa para a inovação; 23-35
Portal de Revistas UNED
Universidad Estatal a Distancia
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Innovaciones Educativas; Vol. 25 Núm. 38 (2023): Reflexiones y experiencias investigativas para la innovación; 23-35
Innovaciones Educativas; Vol. 25 N.º 38 (2023): Reflexões e experiências de pesquisa para a inovação; 23-35
Portal de Revistas UNED
Universidad Estatal a Distancia
instacron:UNED
Fractions are a complex mathematical subject, difficult to learn and to teach. Previous studies suggest that student learning may be limited by teachers' understanding of fractions. The objective of this study is to examine the extent to which teache
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od______3056::d1e6fea8e0b4837327311f63608795c5
https://revistas.uned.ac.cr/index.php/innovaciones/article/view/4549
https://revistas.uned.ac.cr/index.php/innovaciones/article/view/4549
Autor:
Vassiliades, Alejandro
Publikováno v:
Portuguese Journal of Education; Vol. 35 No. 1 (2022); 26-46
Revue Portugaise d’Education (RPE); Vol. 35 No. 1 (2022); 26-46
Revista Portuguesa de Educação; Vol. 35 N.º 1 (2022); 26-46
Revue Portugaise d’Education (RPE); Vol. 35 No. 1 (2022); 26-46
Revista Portuguesa de Educação; Vol. 35 N.º 1 (2022); 26-46
This article presents the results of an investigation about the ways in which the teaching work has been processing a set of meanings around inclusion that were circulated by public policies in education in Argentina implemented between 2003 and 2015
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=sarcservicod::149df47d4521a6d067a24ceeac6bf70d
https://revistas.rcaap.pt/rpe/article/view/18735
https://revistas.rcaap.pt/rpe/article/view/18735