Vol. 14 No. 2 (2024): may/aug.

Paper

• Resources of curriculum materials that induce teachers' professional knowledge of the additive conceptual field

  Iolanda Márcia de Souza, Gilberto Januario, Ana Paula Perovano

  1-19

  • PDF
  • PDF (Português (Brasil))
• Hypothetical Learning Trajectory: theoretical and practical advances in research in the Brazilian educational context

  Armando Traldi Jr., Rogério Marques Ribeiro

  1-17

  • PDF (Português (Brasil))
• Symbolic Interactionism and Advanced Mathematical Thinking in the study of Polynomial Functions and their Derivatives

  Saulo Macedo de Oliveira, Rieuse Lopes

  1-17

  • PDF (Português (Brasil))
• “But what about us? How many questions do we have to ask?”: appropriation of the pedagogic use of an opinion survey

  Amanda Vieira Mendes, André Augusto Deodato

  1-17

  • PDF (Português (Brasil))
• First Mathematics Education laboratory in Higher Education in Portugal: stories built with words

  Américo Junior Nunes da Silva, Isabel Cabrita, Isabel Piteira Vale

  1-18

  • PDF
  • PDF (Português (Brasil))
• Thinking on the creation of an educational product involving a student with intellectual disabilities: the production of Tampimática

  Elcio Pasolini Milli, Edmar Reis Thiengo

  1-16

  • PDF (Português (Brasil))
• Mathematical thinking in Call of Duty Mobile (2019): a dialogue with Mathematics teaching

  Adriana Falqueto Lemos, Alexsander Wendel Garcia Elias

  1-12

  • PDF (Português (Brasil))
• Curriculum, Curricular Justice, and Mathematics Education: a political manifesto

  Flavio Augusto Leite Taveira

  1-13

  • PDF
  • PDF (Português (Brasil))