Educação Matemática Pesquisa

• Editorial

  Clarissa de Assis Olgin, Gilberto Januario

  001 - 007

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  • pdf (Français (France))

  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

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  DOI: https://doi.org/10.23925/1983-3156.2025v27i5p008-029

• Transversal character of argumentation in the mathematics curriculum

  Jaione Abaurrea, Aitzol Lasa

  030 - 056

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  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

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  DOI: https://doi.org/10.23925/1983-3156.2025v27i5p383-414