Vol. 24 No. 1 (2022): Volume 24 -1-2022

• Volume 24-01-2022 Editorial

  Saddo Ag Almouloud; Ana Lucia Manrique

  001-040

  • pdf (Português (Brasil))
  • pdf
  • pdf (Español (España))
  • pdf (Français (France))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p001-040

Artigos

• Financial Education with 2nd year high school students of Youth and Adult Education (EJA) in the municipality of Irupi – ES

  Marco Aurélio Kistemann Jr., Luiz Paulo Xisto

  41-69

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p41-69

• A study on the additive conceptual field and the problem situations of the extension class elaborated by undergraduate students in Pedagogy

  Adriana Nogueira de Oliveira, Ana Carolina Costa Pereira, Maria Auricélia Gadelha Reges

  70-97

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p70-97

• Knowledge produced through Activities of Pibid

  Nilton Cezar Ferreira, Egídio Rodrigues Martins, Glen Cézar Lemos, Maxwell Gonçalves Araújo

  98-124

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p98-124

• And degree equations in video classes a praxeological analysis on YouTube Edu.

  Luana Leticia da Silva, Marcus Bessa de Menezes

  125-155

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p125-155

• Analysis of Mathematical Knowledge for Teaching in a Lesson Study a way to produce Professional Learning Tasks

  Henrique Rizek Elias, Silmara Ribeiro Rodrigues, André Luis Trevisan

  156-193

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p156-193

• Mathematical Modeling as a pedagogical practice a possible characterization in Mathematics Education

  Maykon Jhonatan Schrenk, Rodolfo Eduardo Vertuan

  194-224

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p194-224

• Didactic-methodological strategies for using Criba de Eratóstenes software to teach and learn divisibility

  Ingrid Lara Rodrigues Gonçalves, Aleandra da Silva Figueira-Sampaio, Eliane Elias Ferreira dos Santos

  225-249

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p225-249

• Algebra in the Mathematics Curriculum of the Early Years of Elementary School The Teachers’ Voice

  Adriana Jungbluth, Everaldo Silveira, Regina Célia Grando

  250-288

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p250-288

• Previous Conceptions and Continuing Education in Mathematical Modeling a look at this relationship

  Marcio Virginio da Silva, Tiago Emanuel Klüber

  289-318

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p289-318

• Research as an educational principle in Interventions with Mathematical Modeling in Basic Education analysis of Theses and Dissertations through a Systematic Literature Review

  Jefferson Oliveira, Isabel Cristina Machado de Lara

  319-351

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p319-351

• Learning of Teachers Teaching Mathematics Mediated by Participation in Teacher Literacy Practices

  Neomar Lacerda da Silva, Andréia Maria Pereira de Oliveira

  352-387

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p352-387

• School Inclusion Process of a Blind Student in Mathematics Classes

  Fabio Borges, Lucia Virginia Mamcasz-Viginheski, Sani De Carvalho Rutz da Silva, Elsa Midori Shimazaki

  388-417

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p388-417

• Unveiling paths for the professional learning of the math teacher of the early years of elementary School analysis of the actions of a teacher´s educators.

  Daniela Inês Baldan Silva, Alessandro Jacques Ribeiro, Marcia Aguiar

  418-455

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p418-455

• The The influence of reading comprehension in word problems solving a study with children from the 3rd and 4th grades of elementary school

  Janaína Mota Fidelis, Camila Peres Nogues, Elielson Magalhães Lima, Beatriz Vargas Dorneles

  456-485

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p456-485

• Game "Rectangular Grid 3 x 4" a proposal for the development of probabilistic reasoning

  Paulo Jorge Magalhães Teixeira

  486-522

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p486-522

• Analysis of effective practices of students in spatial geometry mediated by previous descriptions of techniques for the representation of geometric solids in a paper/pencil environment

  Márcio Silveira Ramos, Afonso Henriques, Elisângela Silva Farias

  523-555

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p523-555

• Subjectivity and mathematical learning mapping stricto sensu brazilian academic production

  Marcelo Bezerra de Morais, Jhonatan Phelipe Peixoto

  556-581

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p556-581

• The use of Auxiliary Representations in Mathematics Learning a Semiocognitive Look according to Raymond Duval

  Méricles Thadeu Moretti, Lucilene Dal Medico Baerle

  582-610

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p582-610

• Pedagogical practices mediated by digital technologies in Inclusive Mathematics Education an exploratory study

  Reinaldo Feio Lima, Clélia Maria Ignatius Nogueira, Clodis Boscarioli

  611-664

  • pdf (Português (Brasil))
  • pdf

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p611-664

• Psychology, Psychology of Education or Psychology of Mathematical Education in the initial training of Mathematics teachers in Brazil?

  Elisângela Aparecida dos Santos, Lucineia Oenning, Márcio Urel Rodrigues

  665-697

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p665-697

Tradução de artigo ou capítulo de livro

• A study of students’ proving processes at the junior high- school level

  Nicolas Balacheff; Saddo Ag Almouloud, Méricles Tadeu Moretti

  698-721

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p698-721

• Students' conceptions an introduction to a formal characterization

  Nicolas Balacheff, Nathalie Gaudin; Saddo Ag Almouloud, Méricles Tadeu Moretti

  722-769

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p722-769

• Mathematical argumentation, the problematic precursor of demonstration um precursor problemático da demonstração

  Nicolas Balacheff; Saddo Ag Almouloud, Méricles Tadeu Moretti

  770-815

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p770-815

• Control, proof, and demonstration Three regimes of validation

  Nicolas Balacheff; Saddo Ag Almouloud, Méricles Tadeu Moretti

  816-871

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p816-871

• Devolution of a problem and construction of a conjecture, the case of the sum of the angles of a triangle

  Nicolas Balacheff; Saddo Ag Almouloud, Méricles Tadeu Moretti

  872-950

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i1p872-950