Vol. 19 (2024)

Artigos

• Augmented reality and the History of Mathematics: a case study in Primary Education

  Paulo Vitor da Silva Santiago, Francisco Cleuton de Araújo, José Rogério Santana

  1-22

  • PDF/A (Português (Brasil))

• Approach to mathematical demonstrations in the classroom: from problem solving to réfléchissante abstraction

  Josias Neubert Savóis, Fernando Becker

  1-23

  • PDF/A (Português (Brasil))

• Practices with modeling in Mathematics Education: some considerations on the importance of group work

  Josias Lima, Dionisio Burak

  1-20

  • pdf/a (Português (Brasil))

• The production of mathematics videos by students: a practice aligned with Education 5.0

  Michelsch João da Silva, Carla Denize Ott Felcher, Vanderlei Folmer

  1-21

  • PDF/A (Português (Brasil))

• The use of the Theory of Didactic Situations with the support of GeoGebra in the continuing education of Mathematics teachers

  Aline Camilo, Francisco Régis Vieira Alves

  1-21

  • PDF/A (Português (Brasil))

• Problematization and growth mindset in the context of mathematics learning in the early years Of elementary school

  Marlize dos Santos Gloger, Sonia Maria da Silva Junqueira

  1-22

  • pdf/a (Português (Brasil))

• A teaching approach to complex numbers through the history of mathematics

  Mayane Silva de Sousa, Rogerio dos Santos Carneiro

  1-18

  • PDF/A (Português (Brasil))

• Mathematical modeling in the CTS perspective: the question of democracy

  Guilherme Wagner, Everaldo Silveira, Ademir Donizeti Caldeira

  1-20

  • PDF/A (Português (Brasil))

• Connections between neuroscience, meaningful learning and problem solving: a proposal for the teaching of mathematics

  Valdeir Miatello, Gilmar Praxedes Daniel

  1-22

  • PDF/A (Português (Brasil))

• Computational Thinking and Mathematics Learning in High School using technological tools

  Greiton Toledo de Azevedo

  1-23

  • pdf/a (Português (Brasil))

• State of knowledge about the perspectives of educational innovations in the context of mathematical education

  Bárbara Cristina Pasa, Caroline Berto, Denise Knorst da Silva

  1-22

  • pdf/a (Português (Brasil))

• Static and dynamic representations in accessing a three-dimensional mathematical object

  Nubia Lúcia Cardoso Guimaraes, Márcia Rodrigues Notare

  1-18

  • pdf/a (Português (Brasil))

• Degree in field education at ENEM and SIPEM: a systematic review

  Márcia Regina de Souza Silva, Sílvia Letícia da Silveira Neves Barboza, Larissa Gonçalves Faria Rocha, Flavio Augusto Leite Taveira, Deise Aparecida Peralta

  1-26

  • PDF/A (Português (Brasil))

• Considerations on the Principle of Good Discursive Construction in Libras in inclusive classrooms and the Balanced Power Cable Model

  Rosilene Beatriz Machado, Janine Soares de Oliveira

  1-21

  • PDF/A (Português (Brasil))

• Geometric Thought: An investigation in The Final Years of Elementary School

  Carla da Silva Eliodorio, Jorge Henrique Gualandi

  1-27

  • pdf/a (Português (Brasil))

• A meta-analytical study on terminologies and theoretical-methodological foundations for laboratories associated with mathematics

  Carlos Eduardo de Oliveira, José Luiz Cavalcante, Vladimir Lira Veras Xavier Andrade

  1-19

  • PDF/A (Português (Brasil))

• Problem Formulation: a comparison between different education levels

  Eliane Bihuna de Azevedo, Elisandra Bar de Figueiredo, Amanda Zanelato Colaço

  1-20

  • pdf/a (Português (Brasil))

• The concept of limit according to Godfrey Harold Hardy (1908) and Elon Lages Lima (1976)

  Circe Mary Silva da Silva Dynnikov

  • pdf/a (Português (Brasil))

• Evaluations read to blind students: a semio-cognitive analysis of symbolic writing

  Daiana Zanelato dos Anjos, Clélia Maria Ignatius Nogueira

  1-20

  • pdf/a (Português (Brasil))

• Model For Evaluation of concepts necessary for learning calculus

  Alex Sandro de Castilho, André Luis Trevisan, Diego Marczal

  1-22

  • PDF/A (Português (Brasil))

• Teaching unit potentially signified: contributions to the teaching of equations of the first degree with an unknown

  Luiz Marcelo Darroz, Cleci Teresinha Werner da Rosa, Taís Montelli dos Santos

  1-21

  • PDF/A (Português (Brasil))

• Learning triggering situation: an analysis of the appropriation of multiplication concepts by students at elementary school I

  Josélia Euzébio da Rosa, Cléber de Oliveira dos Santos, Ediséia Suethe Faus Hobold, Mariana da Silva Fontes

  1-21

  • pdf/a (Português (Brasil))

• Presence of statistics in mathematics undergraduate programs in the state of Minas Gerais

  Paula Alves de Freitas, Guaraci de Lima Requena

  1-24

  • pdf/a (Português (Brasil))

• Probabilistic language: the meaning of the word “uncertainty” by ninth-year students

  Ailton Paulo de Oliveira Júnior, Anneliese de Oliveira Lozada

  1-20

  • PDF/A (Português (Brasil))

• Turning challenges into achievements: ongoing training in mathematics for adult and youth education (EJA) teachers

  Bruno Thayguara de Oliveira Ribeiro, Claudia Lisete Oliveira Groenwald

  1-24

  • pdf/a (Português (Brasil))

• Knowledge Of Proportional Reasoning and its Teaching: a study on tables and manipulative materials

  Angélica Fontoura Garcia Silva, Helena do Carmo Borba Martins, Ruy Cesar Pietropaolo

  1-21

  • pdf/a (Português (Brasil))

• Affine function and its relationship with the elements of the theory of semiotic representation records: analysis of a high school textbook

  Nádia Helena Braga, Eduardo Sabel

  1-24

  • PDF/A (Português (Brasil))

• Analysis of the dominant epistemological model for teaching conics in high school textbooks

  Thays de Souza Borges, Saddo Ag Almouloud, José Messildo Viana Nunes

  1-37

  • PDF/A (Português (Brasil))

• An analysis of the History of Mathematics present in textbooks from the perspective of decoloniality

  Leticia Baluz, Cláudia Regina Flores, Benjamim Cardoso da Silva Neto

  1-24

  • PDF/A (Português (Brasil))

• Narratives of mathematics teachers: directions and research trends

  Felipe da Costa Negrão, Iandra Maria Weirich da Silva Coelho

  1-22

  • PDF/A (Português (Brasil))

• The Anthropological Theory of Didactics helps to understand the changes in the teaching system and the didactic system and their implementation difficulties`

  Valdir Bezerra dos Santos Júnior, Marlene Alves Dias, Renato da Silva Ignácio, Miriam do Rocio Guadagnini

  1-24

  • PDF/A (Português (Brasil))

• Mobilization of semiotic resources for the perception of mathematics in mathematical modelling activities

  Nágela Martins, Karina Alessandra Pessoa da Silva

  1-25

  • pdf/a (Português (Brasil))

• Relationships between mathematics anxiety and mathematics creativity on high school students

  Lucas Faria de Carvalho Pereira, Mateus Gianni Fonseca, Pedro Carvalho Brom

  1-19

  • PDF/A (Português (Brasil))

• The Teaching of Statistical Concepts in the Early Years

  Marlubia Correa de Paula, Eliete Silva dos Anjos; Maria Elizabete Souza Couto

  1-18

  • PDF/A (Português (Brasil))

• Relationships between computational thinking and mathematical thinking

  Suzana Pereira do Prado, Sérgio Carrazedo Dantas

  1-21

  • PDF (Português (Brasil))