Archives

• Epistemological reference model - Calculus

  Vol. 26 No. 3 (2024)

  The teaching of calculus has been under investigation for decades, given the high dropout and failure rates around the world. In this sense, mathematics education, especially the didactics of mathematics, presents epistemological aspects of knowledge that make it possible to highlight and understand various phenomena in teaching. One of these aspects is the epistemological reference model (ERM), a relative and provisional reference system on an object for the researcher, for analyzing the entire educational system. But it is crucial to ask: How do I theorize the development of the ERM and how should I use it?
  This general question has been developed in this volume by taking up one or more of the following questions, or any other question that the authors consider relevant to the theme of the call.
  What tools should be used to develop epistemological reference models?
  What methods should be used to build these models?
  What criteria should be used to test and evaluate the proposed ERM?

• Volume 26-2 of 2024 of the journal Educação Matemática Pesquisa (regular flow)

  Vol. 26 No. 2 (2024)

• Continuous fluxo volume

  Vol. 26 No. 1 (2024)

• Enseignement des mathématiques aux personnes historiquement marginalisées dans le contexte scolaire

  Vol. 25 No. 4 (2023)

  The articles presented in this volume consider the mathematics teaching and learning processes of historically marginalized people in the school context; implications of practices and theories that involve inclusion for the curriculum, planning, and for assessment; development of theoretical frameworks focused on the construction and deconstruction of concepts such as disability, difference, equality, equity, and social justice; and discussions of public policies in and for Inclusive Mathematics Education.

• Continuous Flow Volume 25.2

  Vol. 25 No. 3 (2023)

• Special issue "Commemoration of 25 years of EMP magazine".

  Vol. 25 No. 2 (2023)

  The journal Educação Matemática Pesquisa (EMP), published by the Postgraduate Studies Program in Mathematics Education at the Pontifical Catholic University of São Paulo, celebrates its silver jubilee (1999-2023) in 2023.

  Aiming to provide a national and international space for the dissemination of scientific research in mathematics education, the EMP journal, over more than two decades of activity, has contributed to this objective and, therefore, has achieved international recognition. Renowned as excellent in the educational area, it disseminates contemporary themes – disclosed in national and international “call for papers” and “research agendas.” The journal always raises new relevant questions for the development of the mathematics education area.

  The journal has given priority to scientific articles related to mathematics education unpublished in Brazil and related mainly to the research lines of our program: mathematics, curriculum structure and teacher education, history, epistemology and didactics of mathematics and information technologies. EMP journal reflects the diversity that characterizes research in mathematics education. Its articles focus, among many other themes that are related to mathematics education, on the history of mathematics and history of mathematics education, philosophy of mathematics education, ethnomathematics, epistemology, culture, curriculum, didactics of sciences, teacher education, psychology of mathematics education, statistics and financial education, algebraic education, special and inclusive education, and technologies.

  One of the focuses of EMP is to include articles that open dialogues between mathematics education and related areas, such as education, sociology, anthropology, philosophy, mathematics, epistemology, history of mathematics or history of mathematics education, and educational psychology, among others.

  We take the opportunity to proudly inform you that Educação Matemática Pesquisa has been rated Qualis A1 by CAPES in the last quadrennium.

  It's with great pleasure that we invite you to discover the articles that have just been published to celebrate the 25th anniversary of our magazine.

• Continuous flow volume

  Vol. 25 No. 1 (2023)

  Volume de fluxo contínuo da revista

• Mathematics Teacher Education at the Interface with the Pedagogical Residency Program

  Vol. 24 No. 4 (2022)

• Continuous flow volume

  Vol. 24 No. 3 (2022)

• Philosophy of Mathematics Education

  Vol. 24 No. 2 (2022)

  Mathematics Education Philosophy has studies developed under different philosophical and scientific-theoretical perspectives. Its way of proceeding is analytical-reflective, always performing a movement that focuses the activities achievable in the scope of Mathematics Education and emphasizing the ontological, epistemological, ethical and aesthetic aspects present in the productions of this area. Its aim is to highlight the contribution of Philosophy to the research methodology and theorical foundation of this field of study. As Paul Ernest and Maria Bicudo state Mathematics Education Philosophy is tasked with analyzing, questioning, scrutinizing the narrative and criticizing the assertions of the practices, the politics and the research in Mathematics Education.

• Volume 24 -1-2022

  Vol. 24 No. 1 (2022)

  Fluxo normal

• Número especial :Educação Estatística -Seminário hispano-brasileiro

  Vol. 23 No. 4 (2021)

  Número especial :Educação Estatística -Seminário hispano-brasileiro

• DIDACTIC AND RELATED DOCUMENTARY APPROACH

  Vol. 23 No. 3 (2021)

  Broad dissemination and discussion of research by Brazilian and foreign researchers interested in the documentary approach and related theories

• Volume 23, n.2, 2021

  Vol. 23 No. 2 (2021)

  Volume de fluxo normal

• Volume 23.1, 2021

  Vol. 23 No. 1 (2021)

  Primeiro volume de 2023

• Templae for authers

  Vol. 23 No. 05 (2020)

• Vol. 22 No. 4 (2020)

  Volume 22-4-2020 -Especial CITAD 6

• Número temático: Metodologia de pesquisa em Educação Matemática

  Vol. 22 No. 3 (2020)

  Número temático: Metodologia de pesquisa em Educação Matemática

• Vol. 22 No. 2 (2020)

  Volume 22 - 2 da revista Educação Matemática Pesquisa

• Vol. 22 No. 1 (2020)

  Volume 22, número 1 de 2020

• Vol. 21 No. 5 (2019)

  LADIMA - Número especial - A Didática da Matemática, formação de professores e práticas docentes.

• El paradigma del cuestionamiento del mundo en la investigación y en la enseñanza

  Vol. 21 No. 4 (2019)

  El paradigma del cuestionamiento del mundo en la investigación y en la enseñanza

• Volume 21-3 - Temático - Educação Algébrica

  Vol. 21 No. 3 (2019)

  O presente volume 21, número 3 de 2019 da Revista Educação Matemática Pesquisa é um número temático sobre Educação Algébrica, composto por 20 artigos que versam a respeito do ensino e da aprendizagem de Álgebra em diferentes níveis de ensino. Os textos são de autoria de pesquisadores brasileiros, portugueses, chilenos, espanhóis, mexicanos e italianos.

   

• Vol. 21 No. 2 (2019)

  Volume 21-2 da Revista Educação Matemática Pesquisa

• Vol. 21 No. 1 (2019)

  Edição normal

• Teoria Antropológica do Didático

  Vol. 20 No. 3 (2018)

  Número temático - TAD

• Vol. 20 No. 2 (2018)

• Vol. 20 No. 1 (2018)

• Vol. 19 No. 3 (2017)

• Vol. 19 No. 2 (2017)

• Vol. 19 No. 1 (2017)

• Número temático: Educação Estatística

  Vol. 18 No. 3 (2016)

• Vol. 18 No. 2 (2016)

• Vol. 18 No. 1 (2016)

• Número temático - A Pesquisa em Tecnologias Digitais e Educação Matemática: rumos e perspectivas

  Vol. 17 No. 5 (2015)

• Vol. 17 No. 4 (2015)

• Número Especial do III Fórum de Discussão: Parâmetros Balizadores da Pesquisa em Educação Matemática no Brasil

  Vol. 17 No. 3 (2015)

  Evento ocorrido no Campus Marquês de Paranaguá da PUC\SP em maio de 2015 com apoio da CAPES.

• Vol. 17 No. 2 (2015)

• Vol. 17 No. 1 (2015)

• Vol. 16 No. 4 (2014)

• Vol. 16 No. 3 (2014)

• Vol. 16 No. 2 (2014)

• Vol. 16 No. 1 (2014)

• Número Especial em colaboração com GT19 da ANPEd

  Vol. 15 No. 4 (2013)

• Vol. 15 No. 3 (2013)

  Este volume 15, número 3 de 2013 da revista Educação Matemática Pesquisa – EMP - visa contribuir para o desenvolvimento do conhecimento do campo da Educação Matemática no Ensino Superior. Dessa forma, trata-se de um número temático, que apresenta onze artigos de pesquisas de membros do GT04 da SBEM.

  This volume 15, number 3, 2013, of the Mathematics Education Research Journal -EMP- aims to contribute to the development of knowledge in the field of Mathematics Education in Higher Education. In this way, it is a thematic issue, which features eleven articles of  research members of GT04 - SBEM.

• Vol. 15 No. 2 (2013)

• Vol. 15 No. 1 (2013)

• Vol. 14 No. 3 (2012)

  Este número especial, intitulado "Tendências e perspectivas historiográficas e novos desafios na história da matemática e da educação matemática",  apresenta algumas propostas e tendências em história da matemática e da educação matemática. Com este número temático buscamos contribuir para reflexão e debate sobre a história da matemática e da educação matemática e seu papel na Educação Matemática.

• Vol. 14 No. 2 (2012)

• Vol. 14 No. 1 (2012)

• Vol. 13 No. 3 (2011)

• Vol. 13 No. 2 (2011)

• Vol. 13 No. 1 (2011)

• Vol. 12 No. 3 (2010)

• Vol. 12 No. 2 (2010)

• Vol. 12 No. 1 (2010)

• Vol. 11 No. 3 (2009)

• Vol. 11 No. 2 (2009)
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  Vol. 11 No. 1 (2009)
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  Vol. 10 No. 2 (2008)
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  Vol. 10 No. 1 (2008)
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  Vol. 9 No. 2 (2007)
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  Vol. 9 No. 1 (2007)
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  Vol. 8 No. 2 (2006)
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  Vol. 8 No. 1 (2006)
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  Vol. 7 No. 2 (2005)
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  Vol. 7 No. 1 (2005)
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  Vol. 6 No. 2 (2004)
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  Vol. 6 No. 1 (2004)
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  Vol. 5 No. 2 (2003)
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  Vol. 5 No. 1 (2003)
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  Vol. 4 No. 2 (2002)
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  Vol. 4 No. 1 (2002)
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  Vol. 3 No. 2 (2001)
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  Vol. 3 No. 1 (2001)
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  Vol. 2 No. 2 (2000)
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  Vol. 2 No. 1 (2000)
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  Vol. 1 No. 2 (1999)
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  Vol. 1 No. 1 (1999)