Teacher Training and Historical Studies on Professional Knowledge: Mathematics to Teach and Mathematics for Teaching

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dc.contributor.author	Valente, Wagner Rodrigues
dc.date.accessioned	2020-05-23T21:04:28Z
dc.date.available	2020-05-23T21:04:28Z
dc.date.issued	2020-05
dc.identifier.citation	Valente, W. R. (2020). Teacher Training and Historical Studies on Professional Knowledge: Mathematics to Teach and Mathematics for Teaching. Pedagogical Research, 5(3), em0070. https://doi.org/10.29333/pr/8281	pt_BR
dc.identifier.issn	2468-4929
dc.identifier.uri	https://repositorio.ufsc.br/handle/123456789/208701
dc.description	Disponível em: https://doi.org/10.29333/pr/8281	pt_BR
dc.description.abstract	This text aims to present new research perspectives on teacher training. In particular, it is dedicated to analyzing the training of teachers who teach mathematics from a historical perspective. To this end, it uses the concepts of mathematics to teach and mathematics for teaching, indicating research results, characterizing the professional knowledge of the teacher who teaches mathematics and explaining some elements that constitute this knowledge.	pt_BR
dc.language.iso	pt_BR	pt_BR
dc.publisher	Pedagogical Research	pt_BR
dc.subject	mathematics to teach	pt_BR
dc.subject	mathematics for teaching	pt_BR
dc.subject	professional knowledge	pt_BR
dc.subject	teacher training	pt_BR
dc.title	Teacher Training and Historical Studies on Professional Knowledge: Mathematics to Teach and Mathematics for Teaching	pt_BR
dc.type	Article	pt_BR

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