Educação Matemática Pesquisa

Announcements

Número especial: III Fórum do GT12 (SBEM) – um panorama da produção acadêmica brasileira dos grupos de pesquisa em Educação Estatística

2026-03-13

Essa Edição Especial se propõe a apresentar a evolução e o panorama atual da Educação Estatística nacional, representados pela produção acadêmica do Grupo de Trabalho em Educação Estatística (GT12), filiado à Sociedade Brasileira de Educação Matemática (SBEM).

Current Issue

Vol. 27 No. 5 (2025): Studies and research in Curricula and Mathematics Education

Studies and research in Curricula and Mathematics Education

Published: 2025-11-29

Editorial

Clarissa de Assis Olgin, Gilberto Januario

001 - 007
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p001-007

Thematic Issue: Studies and research in Curricula and Mathematics Education

Statements that permeate the elaboration and implementation of the Paraná State curricular guidelines

Edicléia Xavier da Costa, Lucas Martini, Elenilton Vieira Godoy

008 - 029
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p008-029
Transversal character of argumentation in the mathematics curriculum

Jaione Abaurrea, Aitzol Lasa

030 - 056
- pdf (Español (España))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p030-056
Articulating combinatorics and probability modeling the curriculum of middle school

Ewellen Tenorio de Lima, Rute Elizabete de Souza Rosa Borba

057 - 080
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p057-080
An approach from the curriculum dimension of vector algebra ecological designs in the contexts of secondary and higher education

Jany Santos Souza Goulart, Claudiano Goulart, Saddo Ag Almouloud, Luiz Marcio Santos Farias

081 – 109
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p081-109
Curriculum materials as a discursive genre in mathematics education

Gilberto Januario, Ana Paula Perovano, Katia Lima

110 - 132
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p110-132
The influence of the professional space on mathematics teachers’ agency in the use of textbooks

Ayla Moulaz Carvalho, Rúbia Barcelos Amaral

133 - 159
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p133-159
“But there is another way to do it, right?” curriculum documents and teaching practice in the context of rural schools

Damares Cristina Fatima Silva, Carla Cristina Pompeu

160 - 185
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p160-185
Challenges in Implementing the national common curriculum database in mathematics teacher perceptions and the role of continuing education

Sheila Gilsiane Mühl, Eduardo Vinicius Costa, Clarissa de Assis Olgin

186 - 208
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p186-208
“What's math got to do with it?” notes against the curricular injustice of the right to justification

Flavio Augusto Leite Taveira, Deise Aparecida Peralta

209 - 232
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p209-232
The silenced insurrection gender, field and power in mathematics textbooks

Danusa Nunes de Menezes, Marcio Antonio Silva

233 - 255
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p233-255
Processes of (in)visibility and the construction of normalities power relations and the constitution of people with disabilities in mathematics textbooks

Tatiane da Silva Alves, José Wilson dos Santos

256 – 284
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p256-284
There is no neutrality what mathematics do we use?

Thays Alves Oliveira , Daniele Costa Silva, Vanessa Neto

285 - 303
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p285-303
Mathematics in presential courses of pedagogy of Minas Gerais

Rejane Siqueira Julio, Vanessa Nogueira Oliveira

304 - 329
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p304-329
Transformation of mathematical tasks from teacher education to the classroom

Daniela Santa Inês Cunha, Andreia Maria Pereira de Oliveira

330 - 356
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p330-356
Educational accessibility in mathematics education under the principles of universal design for learning

Priscila Regina Gonçalves de Melo Giamlourenço, Renata Cristina Geromel Meneghetti

357 - 382
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p357-382
The act of planning school mathematics through universal design for learning a formative episode in initial teacher training

Rodiney Marcelo Braga dos Santos, Tatiana Cristina Vasconcelos

383 - 414
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i5p383-414

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Educação Matemática Pesquisa

Announcements

Número especial: III Fórum do GT12 (SBEM) – um panorama da produção acadêmica brasileira dos grupos de pesquisa em Educação Estatística

Current Issue

Editorial

Thematic Issue: Studies and research in Curricula and Mathematics Education

Statements that permeate the elaboration and implementation of the Paraná State curricular guidelines

Transversal character of argumentation in the mathematics curriculum

Articulating combinatorics and probability modeling the curriculum of middle school

An approach from the curriculum dimension of vector algebra ecological designs in the contexts of secondary and higher education

Curriculum materials as a discursive genre in mathematics education

The influence of the professional space on mathematics teachers’ agency in the use of textbooks

“But there is another way to do it, right?” curriculum documents and teaching practice in the context of rural schools

Challenges in Implementing the national common curriculum database in mathematics teacher perceptions and the role of continuing education

“What's math got to do with it?” notes against the curricular injustice of the right to justification

The silenced insurrection gender, field and power in mathematics textbooks

Processes of (in)visibility and the construction of normalities power relations and the constitution of people with disabilities in mathematics textbooks

There is no neutrality what mathematics do we use?

Mathematics in presential courses of pedagogy of Minas Gerais

Transformation of mathematical tasks from teacher education to the classroom

Educational accessibility in mathematics education under the principles of universal design for learning

The act of planning school mathematics through universal design for learning a formative episode in initial teacher training

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