Vol. 21 (2026)

Published: 2026-04-02

Artigos

Working with projects in the context of Critical Mathematics Education and Ethnomathematics: exploring the Nagô braids and High School content

Bruno Damien da Costa Paes Jürgensen, Maria Luiza Ferreira Magalhães, Breno Cézar da Costa

1-28
- PDF/A (Português (Brasil))
From student to teacher: the construction of teacher identity in mathematics teacher education

Samuel Carlos Wiedemann, Sander Joner, Diego Manoel Panonceli, Ângela Paloma Zelli Wiedemann, Rafael Henrique Santin

1-19
- PDF/A (Português (Brasil))
Participant Observation as a research method for mathematical education: a sample case

Fabio Menezes da Silva

1-19
- PDF/A (Português (Brasil))
Mathematics in ENEM: a study of geometric knowledge from 2009 to 2024

Francisco Breno Pereira Barroso, Nadia Ferreira de Andrade Esmeraldo

1-22
- PDF/A (Português (Brasil))
Affective Revisitations between Art and Mathematics in a Workshop with Elementary School Students

Isadora Cristina Ludvig, Cláudia Regina Flores, Débora Regina Wagner

1-20
- PDF/A (Português (Brasil))
Communication patterns in mathematics classes in traditional and investigative learning environments

Talita de Jesus da Silva , Lilian Aragão da Silva

1-22
- PDF/A (Português (Brasil))
An introduction to the philosophy of mathematics and its epistemological and didactic implications in the philosophy of mathematics education

Raimundo Santos de Castro

1-20
- PDF/A (Português (Brasil))
An analysis of the implementation of the mathematics curriculum in integral education in the municipality of Maricá/RJ – the case of CEPT Leonel de Moura Brizola

Jessica Pereira de Souza, Ulisses Dias da Silva

1-22
- PDF/A (Português (Brasil))

Traduções

(Re)discovering the world through the look of a geometer: visualization of grids and urban fences

José Carlos Pinto Leivas, André Firpo Beviláqua

1-22
- PDF/A (Português (Brasil))