Revista Eletrônica de Educação Matemática
A Revista Eletrônica de Educação Matemática - REVEMAT é vinculada ao Grupo de Pesquisa em Epistemologia e Ensino de Matemática (GPEEM) da Universidade Federal de Santa Catarina (UFSC). Visa promover o aprofundamento da investigação sobre temas ligados à epistemologia, à formação de professores e ao ensino e aprendizagem da matemática, com ênfase nas contribuições dos estudos semióticos na aprendizagem de conceitos. Pretende contribuir para o adensamento da pesquisa e difusão de conhecimentos em educação matemática e científica, em permanente articulação com a prática pedagógica escolar.
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Video lessons from the municipal network of Curitiba in the training of teachers who teach mathematics
This article deals with qualitative research with a phenomenological approach about teachers' understandings of video classes offered remotely to students from the Municipal Education Network of Curitiba, during the pandemic period. Guided by the question “What perspectives open up for the training of teachers in the initial years who watched the Mathematics video classes broadcast by the Municipal Education Network of Curitiba?”, five teachers who watched the Mathematics video classes, from Cycle II, prepared and broadcast in 2020 and 2021, they were heard in a single recorded meeting, speaking freely about how they understood them for the professional training process. The statements were transcribed and analyzed according to the phenomenological approach, revealing three major regions of generalization of the video-classes-in-teacher-training phenomenon: Ways of planning teaching, Ways of teaching and Ways of being in training. These categories were discussed in light of the literature and the participants' own speeches, indicating paths for teacher training. These paths were guided by teaching notes that addressed weaknesses in including different activities in planning, the complexities of combining what is prescribed in the municipal network's curriculum with what needs to be implemented in the classroom, as well as pedagogical openings for teacher training, addressing didactic-pedagogical possibilities. The study highlights the importance of training anchored in the reality of the school with the complexities evidenced in the daily experiences of teachers with their students, as well as in teaching involvement, rooted in pedagogical concerns and occupations that have the potential to move school training processes.
Copyright (c) 2025 Rosania Kasdorf Rogalsky, Luciane Ferreira Mocrosky https://creativecommons.org/licenses/by/4.0
Exploring real numbers as the union between algebraic and transcendent numbers: an approach for basic education
Building mathematical concepts based on intuitive problems and the student's prior knowledge is a way of exercising student autonomy in the teaching-learning process, which is a widely discussed topic in the context of Basic Education. In particular, in Mathematics Teaching, the Problem Solving methodology aims to develop this autonomy. In this article, we discuss the importance and possibility of working with high school students on concepts commonly used in higher education, more specifically, the initial concepts of Transcendent Number Theory. To this end, we propose a didactic sequence that aims to address the definitions of Algebraic Number and Transcendent Number based on knowledge about Numerical Sets, already acquired in Elementary School. Addressing more abstract concepts of mathematics in basic education using the Problem Solving methodology contributes to awakening curiosity and interest in the area, in addition to contributing to the development of logical and deductive reasoning.
Copyright (c) 2025 Maria Eloisa Ferreira dos Santos, Alcindo Teles Galvão https://creativecommons.org/licenses/by/4.0
Problem solving as a didactic path: a praxeological and semiotic analysis in speed teaching
This study stems from the activities of the project "Educational Practices in Mathematics Education: Experiences from the Supervised Internship and the Institutional Programs PIBID and RP", authorized by the Ethics and Research Committee CEP/IFBA, under the CAAE 66933223.7.0000.5031, in which I participated as a resident in 2023. The main objective was to analyze how Polya’s Method can contribute to the teaching of Proportional Quantities, particularly Average Speed. The research was descriptive and qualitative, grounded in the Anthropological Theory of Didactics (ATD) and the Theory of Semiotic Representation Registers (TRSR). The study included both field and bibliographic research, with data collection through problems proposed in a didactic sequence and an open questionnaire. The sample was composed of 9th-grade students from the Eunice Reis Municipal School in Eunápolis, Bahia. The results indicated that the use of digital technologies, such as Google Maps, combined with Polya’s Method, enhanced student participation and motivation, making the classes more dynamic and interactive. This contrasted with traditional methodologies, which, despite being efficient in theoretical communication, often lack practical application. Beyond the academic results obtained, this research provided a deep understanding of the teacher’s role as a knowledge mediator, highlighting the importance of continuously seeking methods that make a meaningful difference in the teaching and learning process.
Copyright (c) 2025 Celso Eduardo Brito, Jackson Caldeira do Amaral https://creativecommons.org/licenses/by/4.0
Ethnomodeling inspiring themes for modeling: the case of the four-sided roof rafter
Teaching mathematics through emerging everyday themes has proven to be promising, as highlighted by research in Mathematical Modeling. Ethnomodeling uses Modeling to connect academic and cultural knowledge, thereby inspiring a variety of thematic possibilities. This study is part of a broader doctoral research project and aims to communicate how Ethnomodeling inspired 9th-grade students in the final years of middle school to raise problem-based questions and solve them through Mathematical Modeling. We found that the theme of constructing hip roofs sparked students' curiosity, particularly regarding material waste management in the discussed context, leading them to reflect on the importance of such considerations for decision-making.
Copyright (c) 2025 Gilmar Bezerra de Lima, Maria Alves de Azerêdo https://creativecommons.org/licenses/by/4.0
Aspects of theories with semiotic approaches and active methodologies in a teaching situation
The purpose of this article is to verify the aspects of the Theory of Objectification proposed by Luis Radford with a focus on a semiotic-cultural approach (whose principles are the production of knowledge and human collaboration) and on the framework of Message and Signs by semiologist Luis Jorge Prieto based on structuralist semiotics with emphasis on communication between receiver and sender. In addition to these references, active methodologies were used - role play, flipped classroom and storelling in a teaching situation of the content Prime Numbers during 3 (three) classes, with 6th grade students from a public school located in the north of Paraná. During the teaching situation, the mobilization of numerous semiotic means - gestures, vocal intonation, paper toys, comic books -, among others, allowed us to demonstrate that the processes of objectification and subjectivation that are fundamental to the Theory of Objectification occurred concomitantly with the semic acts and fundamental circumstantial indications in the framework of Messages and Signs.
Copyright (c) 2025 Renata Aparecida de Faria, Carlos Eduardo Laburú https://creativecommons.org/licenses/by/4.0
Angle knowledge in a 6th grade textbook: A look through mathematical praxeology
The aim of this study was to analyze the approach to angle knowledge in a 6th grade mathematics textbook, the most widely adopted in the National Book and Teaching Material Program - PNLD (2020). Thus, as theoretical-methodological support, we rely on the conceptions of the Anthropological Theory of the Didactic - TAD, created by Yves Chevallard, with the aim of studying man in the face of mathematical situations and human action subject to institutional practices. The methodology takes a qualitative approach, with documentary analysis, in which we mapped the tasks present in the most widely adopted textbook and then characterized the mathematical organization located in the chapters referring to the aforementioned knowledge. The results indicated that the textbook chapter analyzed has 14 items referring to angle knowledge, which belong to 2 types of tasks, seven of which belong to TR - Recognize angles in everyday situations; and seven to TD - Determine the measure of the opening of the angle of a figure or region. The subtype with the highest expression was TD3 - Determine the measure of the opening of the angle of a figure or region using a protractor. The technique is associated with positioning the protractor in order to identify the number intercepted by the other side of the angle on the scale. Therefore, the technological-theoretical block is justified by the axiom of measuring angles by means of quantities and measures. Thus, in this year of schooling we have a strong association between geometry and quantities and measures, which are interconnected through geometric quantities.
Copyright (c) 2025 Hugo Gustavo de Lira Gomes, Marilene Rosa dos Santos https://creativecommons.org/licenses/by/4.0
Exploring the potencial off tiktok in mathematics learning: a sistematic literature review
The article presents a systematic literature review on the use of TikTok as a pedagogical resource. The main objective was to analyze the use of TikTok for mathematics learning, identifying its benefits, challenges, and potentialities. The central research question is: How has TikTok been explored as a pedagogical tool for mathematics learning and what impacts have been identified in scientific studies since 2020? The methodology involves selecting studies published between 2020 and 2023, a period in which the application gained widespread popularity, especially during the pandemic. As a result, five relevant studies were identified. The findings highlight the benefits of TikTok in mathematics learning, such as the creation of creative and accessible educational content. The final considerations suggest the need for further research to fully explore the platform’s potential in mathematics education, particularly in developing strategies for producing and sharing high-quality content. The study emphasizes that TikTok emerges as a promising tool to make mathematics teaching more engaging and relevant, offering opportunities to involve students and stimulate learning.
Copyright (c) 2025 Marinete Santana Wutke Welmer, Valdinei Cezar Cardoso https://creativecommons.org/licenses/by/4.0
Descriptive statistics and botany: an interdisciplinary and constructivist perspective
This article aims to analyze the contributions of teaching Botany and Descriptive Statistics in an educational practice from a constructivist and interdisciplinary approach with second-year high school students, focusing on the teaching and learning process. The research was conducted in a rural school in São João do Triunfo, PR, and consisted of five stages. The theoretical review explored the connection between Statistics and Biology from a constructivist perspective. The practical implementation involved developing a teaching sequence aligned with the new high school curriculum standards, integrating statistical and botanical concepts. Second-year students engaged in practical activities, including the collection and analysis of 120 Prunus doméstica leaves, as well as the preparation of foliar exsiccates for morphological analysis. Through Discursive Textual Analysis, students' conceptual difficulties were identified. It is concluded that a class based on constructivist and interdisciplinary premises promotes active and participatory student engagement, resulting in greater interest and dynamism in educational processes. Keywords: Interdisciplinarity, Constructivism, Statistics, Biology.
Copyright (c) 2025 Fabiola Martins Stavny, Caroline Bacil, Elaine Ferreira Machado, Guataçara dos Santos Junior, Awdry Feisser Miquelin, Cristiane de Fatima Budek Dias, Danislei Bertoni https://creativecommons.org/licenses/by/4.0
A study on trends in mathematics education research
This article presents a critical analysis of trends in Mathematics Education in Brazil, based on a systematic mapping of academic production in the main national scientific journals and events. A systematic mapping of articles, theses, and dissertations published between 2010 and 2024 was carried out, providing a critical and comprehensive view of the research lines and challenges that permeate the field. Thirty studies were analyzed, revealing a geographical concentration of academic production in the South, Southeast, and Northeast regions, limiting the representation of other realities. Furthermore, many articles lack a clear theoretical foundation, hindering the articulation of trends. The study concludes that a more structured and critical approach is needed to deepen the understanding of the dynamics that shape trends in Mathematics Education, promoting a more inclusive and comprehensive reflection.
Copyright (c) 2025 Brivaldo Antonio de Souza Silva, José Dilson Beserra Cavalcanti https://creativecommons.org/licenses/by/4.0
Cell phones in mathematics classes: from distraction to (un)explored potential
The objective of this theoretical essay is to problematize the use of cell phones in Mathematics classes, considering the digital transformation and the regulations regarding their use in educational institutions. The digital transformation has driven new pedagogical approaches, offering students access to educational content and resources in a more interactive and personalized way. In Mathematics teaching, cell phones stand out as a resource for making abstract concepts more tangible, through applications, simulations and calculation tools, in addition to encouraging problem-solving. However, the pedagogical use of cell phones faces regulatory obstacles that do not always keep up with the speed of technological evolution. A recent example is the approval, by the plenary of the Federal Senate, in December 2024, of Bill 105/2015, which restricts the use of portable electronic devices, especially cell phones, in classrooms. Although widely accessible in Brazil, cell phones are still a resource little explored pedagogically, which points to the need for more studies, debates and practical projects. After all, just like cell phones, many other technologies are still underutilized, even when digital skills are fundamental in society.
Copyright (c) 2025 Carla Denize Ott Felcher, Michelsch João da Silva https://creativecommons.org/licenses/by/4.0
Teaching the sine function based on musical sounds
In Ancient Greece, music and mathematics were considered pillars of knowledge. It was in the 6th century BC that the first record of the relationship between these pillars appeared, in the so-called quadrivium. Over time, this relationship became closer, and today it can be established and studied at school. Knowing the relationship between music and mathematics can be a positive factor for teachers who teach trigonometric functions. In this sense, the present work aims to investigate the curve outline of the sine trigonometric function, in order to establish relationships with musical sounds, starting from a simplified mathematical model applied in GeoGebra. To this end, the Global Figural Interpretation Theory, proposed by the Theory of Semiotic Representation Registers (TRRS), is used. As a result, it is possible to recognize and understand the interference of the sine function parameters in sound production, as well as the direction of these parameters in the sound wave, particularly in the case of the musical note MI.
Copyright (c) 2025 Lúcia Menoncini , Emanuela Graziela Dilkin https://creativecommons.org/licenses/by/4.0
Professional development of higher education teachers: a literature review on mathematics teacher trainers
This article discusses teacher training, specifically those who teach higher education in mathematics. The research consists of a literature review study with a corpus of analysis of theses, dissertations available at the Brazilian Digital Library of Theses and Dissertations (BDTD) and articles available on the Google Scholar search platform, the latter due to the breadth of the results it has. The BDTD search used the descriptors 1. “Higher education mathematics teacher” and “continuing education”; 2.” Mathematics teacher” and “higher education” and “self-training and 3. “Mathematics teacher” and “higher education” and “professional development” while in Google Scholar, the descriptors “Mathematics teacher” and “higher education” and “professional development” and “Mozambique” were used. The results of which are shown in table 1 and in the paragraph following the table. After reading the titles, abstracts, introduction and conclusions, we selected 12 papers, 6 for each base, that are related to the object of study. The 12 selected works were grouped into two categories: i) construction of the professional identity and teaching professionalism of the mathematics teacher; ii) professional development of the training teacher. By establishing a synthesis, based on the interpretation of these two categories, we understand that the continuing education of higher education teachers must take place on a daily basis and on a continuous basis. This training process must take place through the development of activities, whether individual or collective research shared with other trainers, involving students and assuming the reflective and critical exercise of their practices: professional and pedagogical.
Copyright (c) 2025 Oniva João Mboa, Geide Rosa Coelho https://creativecommons.org/licenses/by/4.0
Processes of mobilization of algebraic thinking by students with intellectual disabilities intellectual
We discuss the processes of mobilization and transformation of algebraic thought by students with intellectual disabilities and the contributions to the development of their higher psychological functions. The study is based on the question: How do students with intellectual disabilities mobilize algebraic thinking? Three students diagnosed with intellectual disability (ID) enrolled in the final years of elementary school and attending the Specialized Educational Assistance - AEE participated in the research. The research is characterized as a case study. The empirical data were produced by developing algebraic study tasks called Sequence 1, Sequence 2 and Combinations with bars. The performance of the tasks was videotaped and later transcribed and analyzed. As a result, it is indicated that the mobilization and transformation of algebraic thinking occur as study tasks are proposed that address sequences, regularities, combinations, numbers, and unknowns that also potentiate abstractions, generalizations, and meanings, that is, types of higher psychological functions.
Copyright (c) 2025 Adriela Maria Noronha, Catia Maria Nehring, Sani de Carvalho Rutz da Silva, Elsa Midori Shimazaki https://creativecommons.org/licenses/by/4.0
Contributions of a didactic situation to the development of specialized knowledge for teaching Triangle Similarity
In this article, we present a research conducted with preservice mathematics teachers at a public university in the Amazonas. The objective was to analyze the manifestations of subdomains of the Mathematics Teacher's Specialized Knowledge regarding the topic of Triangle Similarity, through the lens of Mathematics Teachers’ Specialized Knowledge (MTSK). This is a qualitative study, with a descriptive and exploratory approach, following the design of an instrumental case study. Data were collected through observations and resolution protocols of a task applied according to the dialectics of the Theory of Didactic Situations and analyzed according to Bardin's Content Analysis. The results reveal that the didactic situation favored the mobilization of the participants' specialized knowledge regarding the topic of Triangle Similarity and indicated components of the formative context that possibly contributed to the mobilization of such knowledge.
Copyright (c) 2025 Roberta dos Santos Rodrigues, Francisco Eteval da Silva Feitosa https://creativecommons.org/licenses/by/4.0
The theory of semiotic representation registers in geogebra activities: A study with the quadratic function
The peculiarities of Mathematical activity, the way it is approached in schools, teaching methodologies and their implications for learning have been research topics in the area of ​​Mathematics Education for some time. However, fostering discussions from these perspectives is still necessary, among other things, due to the insertion of digital information and communication technologies in all areas of human life and, therefore, in the teaching and learning processes. This text presents aspects related to the teaching of quadratic functions in activities in the GeoGebra software discussed in light of Raymond Duval's semiocognitive theory. This text is part of the research developed within the scope of the Professional Master's Degree in Education whose objectives include fostering discussions on the teaching of functions in GeoGebra based on the theory of semiotic representation registers and building an Educational Product in the form of a didactic proposal for the study of quadratic functions. The research methodology was qualitative and exploratory in nature, with the collection, organization and analysis of data based on Content Analysis. Software activities were chosen to be analyzed in light of the theory and others were developed based on aspects of the theory. The results pointed to the recognition of the software's potential in teaching, enabling the focus on the cognitive activities necessary for learning, such as conversions between distinct semiotic representations of the quadratic function.
Copyright (c) 2025 Lucinéia Giacomelli Koraleski, Bárbara Cristina Pasa, Nilce Fátima Scheffer https://creativecommons.org/licenses/by/4.0
Overview of Brazilian Scientific Production on Educational Robotics
The advancements in information technology have strongly impacted the dynamics of both scientific production and its dissemination. Given this scenario, the conduct of studies regarding the evolution and current state of scientific production across various fields of knowledge has become increasingly common. Identifying the main research trends in a field is essential in order to envision perspectives and agendas in which a particular study can position itself in relation to what has already been produced. This advancement is aimed not only at increasing the quantity of scientific output, but primarily at enhancing its quality, avoiding repetitive or disconnected studies from the most recent perspectives.Thus, the objective of our current article is to provide an outline of the panorama of scientific production in the field of Educational Robotics. To achieve this, we employed the catalog of theses and dissertations from CAPES (Brazilian Federal Agency for Support and Evaluation of Graduate Education) and the Brazilian Digital Library of Theses and Dissertations (BDTD). By constructing this general overview, we were able to identify various pieces of information about these productions. This allowed us to pinpoint, among other things, which researchers have excelled in scientific production and which institutions and programs have demonstrated a cutting-edge position at the national level.
Copyright (c) 2025 Italo Luan Lopes Nunes, José Dilson Beserra Cavalcanti, Kátia Maria de Medeiros https://creativecommons.org/licenses/by/4.0
Reality and mathematics in the discourse of mathematical modeling in mathematics education
This article aims to problematize what has been considered reality or realities in Mathematical Modeling activities in Mathematics Education. The theoretical methodological contributions are linked to the theories of the philosopher Michel Foucault. The analytical material covers the proceedings of the National Conference on Modeling in Mathematics Education. The analysis of the material gives visibility to two statements: mathematics is related to aspects external to reality and modeling would be a possibility of bringing them together (reality/mathematics); and, mathematics is a reality and modeling would be a possibility of articulation between mathematics and other realities. I concluded that, referring to the first statement, echoes of Platonism, MMM and formalism are evident in this way of seeing Modeling. The second shows that modeling articulates mathematics with other areas of reality, that is, mathematics is part of an area that is also real.
Copyright (c) 2025 Maria Carolina Magnus https://creativecommons.org/licenses/by/4.0
Continuous distance education: video-biographical narratives of a teacher who teaches statistics in middle school
This paper aims to discuss the contributions of a distance learning continuing education process to the teaching practice of a mathematics teacher who works in Middle School, with an emphasis on teaching statistics. In addition, it seeks to analyze how this training expanded the teacher's knowledge. The theoretical discussion is based on reflections on distance learning continuing education and the knowledge necessary for teaching statistics. This is an (auto)biographical research that adopts a qualitative approach in education, developed in a distance learning space, in which a teacher narrated her professional trajectory and pedagogical practice through audiovisual resources, in synchronous and asynchronous moments. The analysis of the narratives was carried out horizontally, articulating them with theoretical reflections. From the context of teaching statistics, it is evident that the training expanded the teacher's professional knowledge, enabling the exploration of new approaches and the integration of concepts with the students' experiences. This resulted in more contextualized and reflective performance, especially in the context of remote teaching.
Copyright (c) 2025 Sidney Silva Santos, Celi Espasandin Lopes https://creativecommons.org/licenses/by/4.0
Rethinking mathematics curricula: transformations in integrated technical education with the high school reform
This research analyzed the reformulation of Mathematics curricula in integrated technical courses offered by the Federal Institute of XXXXX, campus XXXXX, in the context of the High School reform. We explored the scenario through institutional discussions and reviewed the literature on comprehensive training and interdisciplinarity in Professional and Technological Education. Using a qualitative approach, with a case study approach, we participated in the committees responsible for reformulating the technical courses in Biotechnology and Chemistry Integrated into High School, and investigated how Mathematics was revised to contribute to the comprehensive training of students. The results highlight the search for greater integration between Mathematics and other subjects, such as Chemistry and Physics, aiming to offer a more complete and contextualized education. We also observed that the updating of the syllabi focused on the inclusion of concepts and the adaptation of mathematical content to better meet the needs of professional disciplines. We conclude that curricular integration is important to overcome the fragmentation of knowledge and provide a comprehensive education to students.
Copyright (c) 2025 Elisa Guimarães Tosta, Lauro Chagas e Sá https://creativecommons.org/licenses/by/4.0
Platformization Of Education And Mathematical Modelling: a Possibility Of Mistraying From Standardization In The Classroom
The platformization of education has been a reality in some Brazilian states, such as Paraná. In an attempt to go against the grain of standardized teaching, this paper focuses on mathematical modelling as a pedagogical practice in which, based on a problem situation, students develop investigative procedures, performing mathematization to find a solution to one or more problems. To this end, we investigated the structuring of a question present in the Paraná Online Class Record to be implemented in the classroom as a modelling activity. Supported by qualitative research of an interpretative nature, we focused on the actions of students captured in audio and video, as well as in written records, of a first-year high school class at a civic-military school in Londrina. Following the planning carried out by the teacher for the development of the activity, a document in the form of a modelling cycle was prepared, considering planning in action and replanning. The results indicated that the structuring of a question to be developed through modelling must take into account the investigative approach, in which students produce data and are responsible for solving the problem.
Copyright (c) 2025 Karina Alessandra Pessoa da Silva, Débora Carla Blanco Pinho https://creativecommons.org/licenses/by/4.0
Inclusion in mathematics teaching: challenges and suggestions on how to overcome them
The inclusion of all students in schools is granted by law: everyone must have access and opportunities to learn. This research is part of the main author's master's dissertation and aims to gather the main individualities of special students and suggestions on how to address each of them in mathematics classes. Using qualitative and exploratory methodology, the data collection instrument used was bibliographic research. The main disabilities found in Brazilian students were: intellectual disability, autism spectrum, physical disability, low vision, hearing impairment, high abilities or giftedness, deafness, blindness, deafblindness and multiple disabilities, showing how diverse is the special education public. The main suggestions for strategies found to overcome the challenges arising from these conditions range from small changes in the task presentation (such as dividing them into smaller questions, highlighting information, increasing the size of the text, etc.), to allowing more time to complete an activity, allowing the use of a calculator, manipulative materials or educational software and digital games. These practices also enhance the learning of regular students, and are ways of putting into practice Universal Design for Learning (UDL), which proposes that pedagogical activities be designed, from their conception, with all audiences in mind, whether regular or special. Thus, it suggests multiple forms of presentation, engagement and expression in its guidelines, aiming to achieve inclusion without segregation by covering different ways of understanding, interacting and responding to the same task.
Copyright (c) 2025 Frederico Penna Nader, Rafael Brandão de Rezende Borges https://creativecommons.org/licenses/by/4.0
Study on the use of Computational Thinking in solving Mathematics Olympiad questions
This work, the result of a master's thesis from the Postgraduate Program in Computer Science at UFSCar - Sorocaba, aimed to investigate how the use of Computational Thinking can be an effective tool for Basic Education students in solving Olympiad problems. of math.For this, a field research was carried out with students from a nucleus of Olympic studies of a private school in Sorocaba-SP. Scratch Software was used to support the construction of the proposed exercise algorithms. The results obtained were analyzed from the perspective of Seymour Papert's Constructionism and the numbers obtained through the students' responses in the interventions and evaluations carried out. The analysis of the results shows us positive evidence regarding the use of Computational Thinking, leading us to the construction of a practical guide for the use of Computational Thinking in solving Mathematical Olympiads.
Copyright (c) 2025 Jessica Carpim Ambar D'Alessandro, Reynaldo D'Alessandro Neto https://creativecommons.org/licenses/by/4.0
The use of technologies in mathematics teaching and continuing teacher training: a study in the city of Governador Valadares
This study addresses the mapping and investigation of teacher training in relation to the use of Digital Information and Communication Technologies among mathematics teachers in the municipal network of Governador Valadares - MG. Using an online questionnaire, various aspects were explored, including teachers' experiences with Digital Information and Communication Technologies, their level of instruction, the availability of adequate training for using these technologies, as well as their familiarity and proficiency with tools designed for teaching mathematics, among others. The identified limitations included the lack of equipment, lack of student interest, and deficiencies in school infrastructure. The study also emphasized the need to enhance teacher training for a more effective implementation of digital tools.
Copyright (c) 2025 Wilson Rodrigues Lima Júnior , André Miguel da Silva Guim , Gabriela Oliveira https://creativecommons.org/licenses/by/4.0
Area of flat figures in the mathematics textbook for the 4th year of elementary school
This study aims to understand the mathematical and didactic approach in the mathematics textbook of the 5th year of Elementary School in relation to knowing the area of ​​flat figures. The theoretical foundation is supported by the Anthropological Theory of Didactics developed by Chevallard, the type of Didactic Organization proposed by Gascón and the area model as a magnitude proposed by Douady and Perrin-Glorian and Lima and Bellemain. The methodology is qualitative and documentary in nature, which consists of analyzing the mathematical and didactic organization of the collection. The results indicate, among the tasks tracked, the predominance of those belonging to type T2 (Determine area of ​​flat figures) with 19 representative tasks for which the techniques are applied: unit surface counting and multiplication of adjacent sides. The technological-theoretical block that prevailed was the additivity of area and multiplication as a rectangular configuration under the domain of natural numbers. Of the six study moments, five were observed, leaving out the moment of praxeological assessment. The emphasis in the constitution of the theoretical technological environment is on the numerical framework. The institutionalization of knowledge in the area is considered as a measure, which can contribute to the development of gaps in student learning, strengthening the promotion of numerical conception. Due to the emphasis of the didactic organization of the books being on the exploratory moment and on technical work, we characterize the conception of textbook as empiricist, that is, learning occurs through an inductive didactic process.
Copyright (c) 2025 Katia Xavier Rodrigues Barbosa, Marilene Rosa dos Santos https://creativecommons.org/licenses/by/4.0
Teaching Mathematics: Factors Affecting Recruitment, Retention, and Dropout
Given the imminent teacher shortage in Brazilian education, the attrition of Mathematics teachers has emerged as a critical challenge. Considering this, our objective was to conduct a systematic literature review on the factors that influence the recruitment, attrition, and retention of Mathematics teachers. To achieve this, we analyzed 21 articles selected from the Scopus database. The corpus analysis was conducted using Nvivo 1.5.1 software and grounded in Braun and Clarke’s Thematic Analysis to identify and interpret the underlying meanings in the research findings. As a result, we identified 22 specific themes, which were grouped into five broader categories: support and work environment, professional development and fulfillment, commitment to inclusion and social impact, career satisfaction, and economic factors and working conditions. These findings provide a comprehensive overview of the key aspects influencing the career paths of Mathematics teachers, contributing to a deeper understanding of the challenges and motivations within the teaching profession.
Copyright (c) 2025 Larissa Carniel, Daniel da Silva Silveira https://creativecommons.org/licenses/by/4.0
The contributions of games and play for mathematical literacy and numeracy in early elementary education: a literature review
The present article addresses the theme of games and play in Mathematical Literacy and Numeracy. The interest in this topic emerged during the reading of book 7 from the Pacto Nacional de Alfabetização da Idade Certa (PNAIC), one of the texts studied in the Mathematical Literacy and Numeracy course within the Master’s program in Education at the Universidade Estadual de Montes Claros (Unimontes). The research problem guiding this study is: What are the contributions of games and play to Mathematical Literacy and Numeracy? To answer this question, the general objective was established as: to analyze the contributions of games and play in Mathematical Literacy and Numeracy. The specific objectives are: a) to discuss the use of games and play in Mathematical Literacy and Numeracy; b) to present proposals for games and play activities used in Mathematics classes. To achieve these objectives, a Narrative Literature Review was conducted, focusing on studies published between 2020 and 2024. The theoretical framework includes works by: Figueiredo, Silva and Azevedo (2024); Gomes and Bernardi (2022); Oliveira and Ribeiro (2022); Silva (2020), among others. The findings of this study suggest that games and play are valuable resources in the processes of Literacy and Numeracy for children in the early years of elementary education. These activities facilitate mathematical understanding and prepare students for future challenges by establishing a foundation for the development of logical and cognitive skills throughout life.
Shirley Patrícia Nogueira de Castro e Almeida
Copyright (c) 2025 Lara Eduarda Alves França, Priscila Ferreira Veloso, Francely Aparecida dos Santos, Shirley Patrícia Nogueira de Castro e Almeida https://creativecommons.org/licenses/by/4.0
An essay on the articulation between problem solving, semiotic representation registers, and the tool-object dialectic
Based on previous observations, it can be inferred that the progress of humanity is closely linked to the ability to solve problems and understand the world around it. In this regard, various studies explore problem-solving situations and their characteristics. Among these, the focus is on the Problem-Solving bias and the potential convergence with other perspectives that discuss teaching and learning processes in Mathematics. In this context, this paper aims to outline the aspects related to Problem-Solving, articulated with the Theory of Registers of Semiotic Representation and the Dialectic of Tool-Object. Therefore, the following question is raised: in what aspects can the teaching of a mathematical object be analyzed through Problem-Solving, Registers of Semiotic Representation, and the Dialectic of Tool-Object? To address this, a qualitative bibliographic research was conducted to develop an essay on the possible correlations between the analyzed perspectives.
Copyright (c) 2025 Franco Deyvis Lima de Sena, Emily da Costa Madeira, Acylena Coelho Costa , José Messildo Viana Nunes, Saddo Ag. Almouloud https://creativecommons.org/licenses/by/4.0
A way to do research in mathematics education as an archeogenealogy: Report, challenge and opportunities wearing the lens of a discourse analysis
This paper deals with a proposal to do research in Mathematics Education field. It refers to a way of researching that may be constituted in the doing of a movement, thinking, event, problematization, inquiry practice and not a priori. It can be labeled (unintendedly) as a theoretical-bibliographic work that emerged from a doctoral dissertation based on the Michel Foucault's Philosophy and on Post-structuralism talking about Problem Solving and Philosophy of Mathematics Education fields. Although it is difficult to speak about methodology in this philosophical field, the Archeogenealogy arose bore on in the way of the Archeology, Genealogy and the Ethic (Care of Self) worked by Foucault. Archeogenealogy has been taking up place in the academic landscape of Mathematics Education in a slow but very consistent way with the demands of a qualitative research befalling on subjectivist processes. It is a way of operating and engendering concepts and ways related to a Discourse Analysis, as it has been done in the researches of some research group in Brazil related to Problem Solving, Mathematics, Education, subjectivity and its broad practice, besides running them.
Copyright (c) 2025 Luiz Carlos Leal Junior; José Milton Lopes Pinheiro https://creativecommons.org/licenses/by/4.0
Instructions for use: from "The pleasure of seeing, understanding, expressing and inventing... in maths, of course!" to the students in the first place, their teachers and educators
This text is an extension of the article "The pleasure of seeing, understanding, expressing and inventing... in mathematics, of course!" to students first, their teachers and educators", by Raymond Duval. In this article, we present didactic instructions on how to use the contributions of the article for research and teachers' practice in the classroom. We hope that it brings new reflections on the possibilities of Raymond Duval's semiocognitive approach to learning.
Copyright (c) 2025 Mericles Thadeu Moretti https://creativecommons.org/licenses/by/4.0