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No. 74 (2018): (ene-jun) Dossier: Equidad y educación matemática, parte 2

View No. 74 (2018): (ene-jun) Dossier: Equidad y educación matemática, parte 2

(ene-jun) Dossier: Equidad y educación matemática, parte 2
No. 74 (2018)

Editores temáticos: Leonor Camargo Uribe, Christian Hederich Martinez e Ivonne Sandoval

Fotografía carátula: Christian Hederich Martínez

Published: 2018-01-01

Editorial

Presentación

Leonor Camargo Uribe, Christian Hederich Martinez, Ivonne Twiggy Sandoval Cáceres

13-16
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DOI: https://doi.org/10.17227/rce.num74-6895

Artículos

School Teachers in the Educational State: Their Professionalization and Joining in the Bureaucracy of the Sovereign State of Santander, 1870–1885

Álvaro Acevedo Tarazona, Rolando Humberto Malte Arévalo

19-35
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DOI: https://doi.org/10.17227/rce.num74-6896
Educational Autonomy or Interculturality? Alternative Education in the Indigenous People of Chiapas, Mexico

Efrén Orozco López

37-61
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DOI: https://doi.org/10.17227/rce.num74-6897
Comparing the National Saber 11 and Saber Pro Exams in Antioquia, Colombia: An Approach from Geographically Weighted Regression (GWR)

Mayerlin Castro Ávila, Jorge Ruiz Linares, Fabían Guzmán Patiño

63-79
DOI: https://doi.org/10.17227/rce.num74-6898
Monitoring Environmental Education Processes: A Proposal for Structuring a System of Environmental Education Indicators

Alba Nubia Muñoz Montilla, Pablo Páramo Bernal

81-106
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DOI: https://doi.org/10.17227/rce.num74-6899

Dossier

Digital Technology as a Tool for the Democratization of Powerful Mathematical Ideas

Santiago Palmas Pérez

109-132
DOI: https://doi.org/10.17227/rce.num74-6900
Learning from the Problem and from the Forms of Interaction: Construction of Knowledge Related to Percentages in High School Classrooms

Tatiana Mendoza von der Borch

133-154
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DOI: https://doi.org/10.17227/rce.num74-6901
Implications of Argumentation in Math Class

Horacio Solar Bezmalinovic

155-176
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DOI: https://doi.org/10.17227/rce.num74-6902
Indigenous Languages and Teaching Mathematics: The Importance of Harmonizing Terms

Alicia Ávila Storer

177-195
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DOI: https://doi.org/10.17227/rce.num74-6903
Math Learning Opportunities for Students with Learning Disabilities

Sebastian Howard Montaner, Constanza San Martín, Natalia Salas Guzmán, Pamela Margarita Blanco Vargas, Cecilia Jaqueline Diaz Carcamo

197-219
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DOI: https://doi.org/10.17227/rce.num74-6906
Gender Differences in Mathematics Attainment in Chile

Darinka Radovic Sendra

221-241
DOI: https://doi.org/10.17227/rce.num74-6907
Epistemological Beliefs of Pre-Service and In-Service Math Teachers, Their Teaching and Learning

Grace Judith Vesga Bravo, Mary Falk de Losada

243-267
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DOI: https://doi.org/10.17227/rce.num74-6909
Equity in Teacher Learning Through the Interaction between Competence and Experience

Avenilde Romo Vázquez, Ana Luisa Gómez Blancarte

269-287
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DOI: https://doi.org/10.17227/rce.num74-6910
Math for All in Times of Inclusion as an Imperative: A Study on the Program Todos a Aprender

Gloria Garcia Oliveros, Julio Hernando Romero Rey

289-310
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DOI: https://doi.org/10.17227/rce.num74-6911

Sobre este número

Sobre este número 74
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