Listar PNA (Revista de Investigación en Didáctica de la Matemática) por financiación

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      Financiación
      Thanks are due to the Economic and Social Research Council which funded collection of the video data analysed here as part of the epiSTEMe project (grant reference RES-179-25-0003). [1]
      The project referred to in this paper was funded by the Social Science and Humanities Research Council of Canada, Grant 410-2008-0544. [1]
      The authors gratefully acknowledge the support for this project from the Australian Research Council under grant DP0987737. [1]
      The research reported is based upon work supported by the National Science Foundation under grant number DRL-1008364. Any opinions, findings, and conclusions or recommendations expressed in this report are those of the authors and do not necessarily reflect the views of the National Science Foundation. [1]
      The work on this paper was partially supported by the Centro de Investigación y Formación en Educación [Center for research and training in Education] (CIFE) of the Universidad de los Andes, Bogotá, Colombia. We are grateful to María José González for their comments on an earlier version of the manuscript. [1]
      This research was supported by a grant from the Australian Institute of Aboriginal and Torres Strait Islanders Studies and an Australian Postgraduate Award scholars. [1]
      This study forms part of National R&D Projects EDU2013 - 41632 - P and EDU2016 - 75771 - P funded by th e Spanish Ministry of Economy and Competitiveness; the first author was supported by a PhD scholarship granted by Chilean Government through the CONICYT, folio 72160307 - 2015. [1]
      This research was supported by the National Science Foundation (REC0450663 and DRL-1020154). The opinions expressed do not necessarily reflect the views of the foundation. [1]
      This article is a result of research programs funded by the Social Sciences and Humanities Research Council of Canada (SSHRC/CRSH). [1]
      This paper has been partially supported by the Portuguese Foundation for Science and Technology (FCT) and is part of the research project “Mathemati-cal knowledge for teaching with respect to problem solving and reasoning” (EDU2009-09789), General Directorate for Research and Management of Na-tional Plan I+D+I, Ministry of Science and Innovation of Spain. [1]
      This paper is related to three main issues: (a) preservice teacher training and mathematics teacher competences, (b) preservice teachers’ knowledge of mathematics for teaching and learning, and (c) knowledge established by Mathematics Education and didactical analysis. I explain briefly these three points and then I describe the particular way in which we address the transformation of formal mathematics into school mathematics in a methods course in the University of Almería. [1]
      This project was funded by ARC Discovery Grant No. DP0664415. [1]
      This research was funded by a grant from the Swedish National Research Council. [1]
      This research was supported by the US National Science Foundation under grant DRL 0822296, which funded the activities of the Nurturing Multiplicative Reasoning in Students with Learning Disabilities in a Computerized Conceptual-Modeling Environment (NMRSD) project. The opinions expressed in this article do not necessarily reflect the views of the Foundation. [1]
      This research was supported in part by Spanish DGI (Dirección General de Investigación I+D+i) under grant No. SEJ2005-08499 and by Conacyt, Mexico (reference 47850). [1]
      This study was funded by the National Science Foundation (NSF), Grant # DUE- 0962863, “The Poincaré Institute: A Partnership for Mathematics Education.” The ideas expressed herein are those of the authors and do not necessarily reflect the ideas of the funding agency. [1]
      This work was partially supported by the Project SEJ2005-07364/EDUC of the Spanish Ministry of Science and Technology. [1]
      Trabajo financiado por el proyecto BSO2002-02799 del Ministerio de Ciencia y Tecnologia. [1]
      Trabajo realizado en el marco del Proyecto FONDECYT Nº 1200356 y Beca de Doctorado en el Extranjero Nº 72200447, financiados por la Agencia Nacional de Investigación y Desarrollo (ANID) de Chile. [1]