KAMBARA, K. Understanding “proportion” and mathematical identity: A study of Japanese elementary school teachers. LUMAT: International Journal on Math, Science and Technology Education, [S. l.], v. 10, n. 2, p. 239–255, 2022. DOI: 10.31129/LUMAT.10.2.1662. Disponível em: https://journals.helsinki.fi/lumat/article/view/1662. Acesso em: 3 oct. 2022.