Vol. 11 No. 3 (2021): sep./dec.

Published: 2021-09-01

Editorial

Mathematics Education in times of crisis

Antonio José Lopes, Carlos Roberto Vianna, Regina Luzia Corio de Buriasco, Jorge Falcão, Ole Skovsmose

1-6
- PDF (Português (Brasil))

Paper

Prehistoric traces of the future of School Mathematics

Ricardo de Oliveira Mendes

7-18
- PDF (Português (Brasil))
Impacts of the Covid-19 pandemic on the professional routine of teachers who teach Mathematics: some aspects of precarization of the teaching work

Pedro Paulo Mendes da Rocha Marques, Thays Rayana Santos de Carvalho, Agnaldo da Conceição Esquincalha

19-40
- PDF (Português (Brasil))
The pandemic from another perspective: an experience with photographs in the non-classroom teaching of Spatial Geometry

Lauro Chagas e Sá, Organdi Mongin Rovetta

41-56
- PDF (Português (Brasil))
Thematic meetings of Unirio’s Mathematics’ teacher education undergraduate course as a (self)training space for teacher trainers

Gladson Octaviano Antunes, Michel Cambrainha de Paula, Bruna Moustapha-Corrêa , Diego Matos

57-75
- PDF (Português (Brasil))
An analysis of pre-service teachers’ understanding of the knowledge needed for teaching Mathematics: the case of Malawi

Everton Lacerda Jacinto

76-93
- PDF
Validation of the teaching mathematical modeling self-efficacy scale (TMMSS)

Micah Stohlmann, Yichen Yang

94-111
- PDF
Mathematics teachers' comprehension about the presence of Algebra in Elementary School

Lais Cristina Pereira da Silva, Fabiane Mondini, Luciane Ferreira Mocrosky, Anderson Luis Pereira

112-126
- PDF (Português (Brasil))
Math on Wikipedia: evaluating and improving the quality of available content

Gustavo Gonçalves, Natália Simone Andreazza, César Bublitz

127-150
- PDF (Português (Brasil))
Loans & Financing: a systematic review on the teaching of Amortization Systems

Bruno Freitas, Fernanda Aparecida Ferreira, Valéria Guimaraes Moreira

151-172
- PDF (Português (Brasil))
Productive networks of knowledge/power: gender and Mathematics on student analysis

Vanessa Franco Neto, Luiza Borges, Thays Alves

173-188
- PDF (Português (Brasil))