Vol. 9 No. 1 (2019): jan./apr.

Published: 2019-01-01

Editorial

Editorial

Celi Espasandin Lopes, Reginaldo Fernando Carneiro

1-1
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Paper

Brazilian contributions for discussions on social justice in Mathematics Education

Celi Espasandin Lopes, Reginaldo Fernando Carneiro

2-7
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Actions in search of a more inclusive Mathematical Education

Ana Maria Martensen Roland Kaleff, Fernanda Malinosky Coelho da Rosa

8-24
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Statistical literacy: a strategy to promote social justice

Mauren Porciúncula, Karla Priscila Schreiber, Raquel Laurino Almeida

25-44
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Using touchscreen devices to improve plane transformation in high school classroom

Alexandre Rodrigues de Assis, Marcelo Almeida Bairral

45-60
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Mathematics Education and Quilombola Education: reflections by teachers on the challenges to ethnic-racial equity

Carlos Eduardo Ferreira Monteiro, Claudia Glavam Duarte, Liliane Maria Teixeira Lima de Carvalho, Ana Quele Gomes de Almeida, Amanda Maria Rodrigues Diniz

61-72
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Mathematics proposals for itinerant schools of Paraná in the context of the struggle for agrarian reform

Línlya Sachs, Diego Fogaça Carvalho, Henrique Rizek Elias

73-93
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Reflecting on social justice, and ethnomathematics, and culturally relevant pedagogy in Mathematics Education

Milton Rosa, Daniel Clark Orey

94-111
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Explaining how racism can be locally disrupted in a mathematics classroom

Sabrina Bobsin Salazar

112-138
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Social justice and the development of combinatorial and probabilistic reasoning in Youth and Adult Education

Ewellen Tenorio de Lima, Rute Elizabete de Souza Rosa Borba

139-153
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