Vol. 14 No. 1 (2024): jan./apr.

Paper

• The view of teachers who teach mathematics about accessible statistical tables and graphs for blind students

  Rodrigo Cardoso dos Santos, Claudia Coelho de Segadas Vianna, Antônio Carlos dos Santos da Silva

  1-18

  • PDF (Português (Brasil))
• Reflections about Mathematics evaluations of 1955 by a student at Colégio São José, in São Leopoldo/RS

  Malcus Cassiano Kuhn, Silvio Luiz Martins Britto

  1-14

  • PDF (Português (Brasil))
• Arithmetic for teaching in pedagogical manuals in the training of primary teachers in Brazil (1930-1960)

  Rogerio dos Santos Carneiro, Neuza Bertoni Pinto

  1-17

  • PDF (Português (Brasil))
• What is implicit in the recontextualization of Mathematics Educational Curriculum Materials in Youth and Adult Education?

  Fábio Silva Gomes, Andreia Maria Pereira de Oliveira

  1-20

  • PDF (Português (Brasil))
• Prospective mathematics teachers’ reflections on their strategies for solving a simple combination problem

  Marcelo Carlos de Proença, Caleb da Silva Araujo Campelo, Ana Beatriz de Oliveira

  1-13

  • PDF
  • PDF (Português (Brasil))
• Purposes of questions promoted by teachers in Mathematics classes

  Talita de Jesus da Silva, Jonei Cerqueira Barbosa

  1-19

  • PDF (Português (Brasil))
• Accessibility analysis of the Statistics lessons in an adapted textbook for Elementary School

  Ximena Gutiérrez-Saldivia, Edvonete Souza de Alencar, Danilo Díaz-Levicoy

  1-16

  • PDF (Português (Brasil))
• Hidden Figures: an interdisciplinary resource to understand the relationship between Mathematics, history, and society

  Thiago Beirigo Lopes, Janile Silva Rodrigues de Jesus

  1-16

  • PDF
  • PDF (Português (Brasil))
• The didactic-pedagogical possibilities of the use of mathematical software in the teaching of Mathematics during the Covid-19 pandemic

  Rozania Pereira dos Santos, Josué Antunes de Macêdo

  1-14

  • PDF (Português (Brasil))
• Construction of a Questionnaire for the Attribution of Causality in Higher Education — QAC-ES applied to teaching Mathematics: preliminary study

  Madalena da Silva Pereira, Wagner Lannes

  1-19

  • PDF (Português (Brasil))
• Impacts of a continued Mathematics Education program on teaching practice in public schools of Jaguariaíva, Paraná

  Helcio Soares Padilha Junior, Agostinho Serrano de Andrade Neto

  1-19

  • PDF
  • PDF (Português (Brasil))
• The Pedagogical Projetct of Mathematics course at Unimontes: what is the evidence for teacher training?

  Isabella Tolentino Prates, Shirley Patrícia Nogueira de Castro e Almeida

  1-21

  • PDF
  • PDF (Português (Brasil))
• Analysis of perceptions about assessment at the Northwest Fluminense Institute of Higher Education of the Fluminense Federal University with the support of the CHIC software

  Fabiano dos Santos Souza, Dandára Leite Magalhães

  1-25

  • PDF (Português (Brasil))
• Pure Mathematics and Mixed Mathematics: the plot about what is said and what is implied in Instituzioni Analitiche — Agnesi's possible motivations

  Roseli Alves de Moura

  1-13

  • PDF (Português (Brasil))
• Decolonial option in Mathematics Education

  Jhemerson da Silva e Neto, Ana Clédina Rodrigues Gomes, Harryson Júnio Lessa Gonçalves

  1-12

  • PDF
  • PDF (Português (Brasil))
• Conceptions about the people who produced Mathematics manifested in drawings by 8th grade students

  João Henrique Lorin, Fábio Alexandre Borges

  1-11

  • PDF (Português (Brasil))
• Scientific-Robotic Development within Mathematics Education: computational thinking and social relevance

  Greiton Toledo de Azevedo, Ulisses Ferreira de Araújo

  1-17

  • PDF (Português (Brasil))
• Responsibilities and perception of course coordinating professors of the curso de Licenciatura em Matemática no IFSP regarding the scope of the function

  Paulo Henrique Correia Araújo da Cruz, Renata Prenstteter Gama

  1-16

  • PDF
  • PDF (Português (Brasil))
• Professional Didactic Situations: conceptions and obstacles in the teaching of linear systems and the use of GeoGebra

  Maria Graciene Moreira dos Santos, Renata Teófilo de Sousa, Francisco Régis Vieira Alves

  1-22

  • PDF (Português (Brasil))
• A model for evaluating proof arguments in teaching contexts based on collective argumentation

  Fredy Coelho Rodrigues, Marco Aurélio Alvarenga Monteiro

  1-20

  • PDF (Português (Brasil))