Vol. 24 No. 3 (2022): Continuous flow volume

• Editorial

  Saddo Ag Almouloud, Ana Lucia Manrique

  001-028

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

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p001-028

Artigos

• Representation and visualization: a reflection between access to mathematical objects and the way of thinking about mathematics

  Alessandra Hendi dos Santos, Valdeni Soliani Franco, José Carlos Cifuentes

  029-061

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p029-061

• Mathematical analysis and didactic look at Taylor's formulas for a better conceptualization

  Imed Kilani, Rahim Kouki, Mohamed Beldi

  62-107

  • pdf (Français (France))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p062-107

• Authenticity in Mathematical Modeling Activities: looking for a design

  Lourdes Maria Werle Almeida, Letícia Barcaro Celeste Omodei

  108-144

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p108-144

• Mathematics education as an instrument of empowerment: an exploratory study of national and international research um estudo exploratório a pesquisas nacionais e internacionais

  Mariana dos Santos Cezar, Samuel Rocha de Oliveira

  145-176

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p145-176

• Theoretical Perspectives of Mathematical Education possibilities of articulation and complementarity

  Aline Silva, Messildo Viana Nunes, Elielson Ribeiro de Sales

  177-218

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p177-218

• Autonomy and Creative Insubordination in Teaching Measures of Central Tendency

  Daniella Assemany, Heloísa Figueiredo

  219-246

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p219-246

• Philosophical hermeneutics as a driver of historical-philosophical research methodology in mathematics education

  Verilda Speridião Kluth

  247-278

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p247-278

• Mathematics in the Nutrition curriculum

  Débora Danielle Alves Moraes Priebe, Karly Barbosa Alvarenga

  279-322

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p279-322

• STEM integration in Basic Education conveyed by mathematical modeling activities with experimentation

  Karina Alessandra Pessoa da Silva, Paulo Henrique Hideki Araki, Adriana Helena Borssoi

  323-354

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p323-354

• Meanings and senses attributed to school practice by conclusive undergraduate students in mathematics the cases of Brazil and Colombia The cases of Brazil and Colombia

  Gustavo Javier Daza-Damian, Romélia Mara Alves Souto

  355-392

  • pdf (Español (España))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p355-392

• Profile and scientific production of CNPq research productivity fellows working in Mathematics Education

  CARLOS ALEX ALVES, LEANDRO LONDERO DA SILVA

  393-429

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p393-429

• Encounters and Disagreements with Mathematics in the Formative Path of Students in the Pedagogy Course

  Sandra Alves de Oliveira, Elizete Pereira das Neves Carvalho; Milane Silva Santana Ribeiro; Sônia Maria Alves de Oliveira Reis

  430-463

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p430-463

• Interdisciplinary perspectives explained in the Pedagogical Projects of Degree Courses in Mathematics in Brazilian Public Universities

  Eliane Matesco Cristovão, Fabiana Fiorezi de Marco, Bruna da Rosa Santos, Lóren Grace Kellen Maia Amorim

  464-500

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p464-500

• The Game of Chess and its relationship with the teaching and learning processes An integrative Review

  Adriana Soely André de Souza Melo, Sérgio Luiz Malta de Azevedo, Rogério de Melo Grillo

  501-525

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p501-525

• Pattern generalization and digital technologies: an experiment with Elementary School students um experimento com alunos do Ensino Fundamental

  Gerson Pastre Oliveira, Marcos Lopes de Oliveira

  526-557

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p526-557

• A woman's place is also in mathematics: understanding from the perspective of Critical Mathematics Education compreensões a partir da perspectiva da Educação Matemática Crítica

  Erica Laiza Gomes Marques, José Milton Lopes Pinheiro

  558-590

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p558-590

• Identity Movements of Teachers in the Pandemic Context

  Carla Carla da Silva Eliodorio, Mateus Boneli Velten, Thiarla Xavier Dal-Cin Zanon

  591-611

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p591-611

• What to do in the End-of-Course Paper? Analyzing Mathematics Graduates’Choices

  Bruno Silva Silvestre, Maria Marta da Silva, Wellington Lima Cedro

  612-636

  • pdf (Português (Brasil))

  DOI: https://doi.org/10.23925/1983-3156.2022v24i3p612-636