Vol. 13 No. 4 (2023): sep./dec.

Paper

• Professional learning tasks and mathematical knowledge involving the algebraic structure of Groups: an experience in the degree in Mathematics teaching

  Vania Batista Flose Jardim, Marcia Aguiar, Alessandro Jacques Ribeiro

  1-21

  • PDF
  • PDF (Português (Brasil))
• Don't memorize theorem proofs! The Modern Geometry of Osvaldo Sangiorgi

  Ana Paula Jahn, Maria Célia Leme da Silva

  1-19

  • PDF
  • PDF (Português (Brasil))
• Relationships between understanding and solving word problems of multiplicative structure

  Leidy Johana Peralta Marín, Alina Galvão Spinillo, Sintria Labres Lautert

  1-16

  • PDF
  • PDF (Português (Brasil))
• Ostensive didactic memory in the teaching practice of a Mathematics teacher in the context of the didactic milieu of a revision lesson

  Hercio da Silva Ferreira, José Messildo Viana Nunes, José Carlos de Souza Pereira

  1-18

  • PDF
  • PDF (Português (Brasil))
• Interlaces between mathematical discourse and Critical Mathematics Education: revealing relationships between the use of words and social backgrounds in problem solving

  Rosângela Fernandes de Lima, Ronaldo Barros Ripardo

  1-18

  • PDF (Español (España))
  • PDF (Português (Brasil))
• The mobilization of emotions, moral commitment, and political commitment as dimensions of the movement for the constitution of the professional identity of prospective Mathematics teachers: the Supervised Teaching Practice

  Paulo Henrique Rodrigues, Márcia Cristina de Costa Trindade Cyrino

  1-19

  • PDF
  • PDF (Português (Brasil))
• Functional approach of early algebra in Brazilian schools: Where do we start from?

  Sandra Magina, Marta Molina

  1-17

  • PDF (Español (España))
• Ka ríba tí ye: between experiences and experiential learning in Mathematics teaching

  André Ricardo Lucas Vieira, Fabrício Oliveira da Silva

  1-17

  • PDF (Português (Brasil))
• The conceptions of teacher education of the PIBID Mathematics initiation scholarship students at UFF: a cohesive analysis with the use of CHIC

  Fabiano dos Santos Souza, Cileda de Queiroz e Silva Coutinho

  1-21

  • PDF
  • PDF (Português (Brasil))
• Weaving reflections on critical awareness and the choice of Mathematics textbook

  Ana Paula Perovano, Rúbia Barcelos Amaral, Lucas Carato Mazzi

  1-18

  • PDF
  • PDF (Português (Brasil))
• Mobile devices in the teaching of Spatial Geometry in the perspective of learning mobility

  Érika Cruz Silva, Marli Regina dos Santos

  1-17

  • PDF (Português (Brasil))
• A study on the identity of teacher educators: traits revealed by a Mathematics preceptor of the Pedagogical Residency Program

  Robson Alves Faria, Douglas da Silva Tinti

  1-16

  • PDF
  • PDF (Português (Brasil))
• The anthropological theory of the didactic as a methodological proposal to analyze digital resources

  Matheus Souza de Almeida, Elisângela Bastos de Mélo Espíndola

  1-16

  • PDF
  • PDF (Português (Brasil))
• The use of the Fedathi Sequence in the continuing education of pedagogues for the development of algebraic thinking

  Antonio Marcelo Bezerra, Maria José Costa dos Santos, Thalita Castro de Sousa

  1-17

  • PDF (Português (Brasil))
• Knowledge and mathematical tasks of rural workers unschooled: ethnomathematics investigation

  Willyan Ramon de Souza Pacheco, Raimunda de Fátima Neves Coêlho, Dorgival Gonçalves Fernandes

  1-16

  • PDF (Português (Brasil))
• Using and creating digital games for teaching and learning Mathematics

  Érica Edmajan de Abreu, Francisco José de Andrade

  1-18

  • PDF (Português (Brasil))
• Online co-creation spacetimes at Pibid Matemática

  Rosinângela Cavalcanti da Silva Benedito, Simone de Lucena Ferreira

  1-23

  • PDF (Português (Brasil))