FRANCISCO, John. Supporting argumentation in mathematics classrooms: The role of teachers’ mathematical knowledge. LUMAT: International Journal on Math, Science and Technology Education, [S. l.], v. 10, n. 2, p. 147–170, 2022. DOI: 10.31129/LUMAT.10.2.1701. Disponível em: https://journals.helsinki.fi/lumat/article/view/1701. Acesso em: 21 nov. 2024.