HENNING, E. Teachers’ understanding of mathematical cognition in childhood: Towards a shift in pedagogical content knowledge?. Perspectives in Education, [S. l.], v. 31, n. 3, p. 139–154, 2013. DOI: 10.38140/pie.v31i3.1823. Disponível em: https://journals.ufs.ac.za/index.php/pie/article/view/1823. Acesso em: 7 may. 2024.