Vol. 25 No. 1 (2023): Continuous flow volume

Volume de fluxo contínuo da revista

Published: 2023-04-29

Editorial for volume 25-1, 2023

Saddo Ag Almouloud, Ana Lucia Manrique

001-024
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p001-024

Artigos

Discussing the Emergence of Mathematical Modelling in Mathematics Education

Maria Carolina Machado Magnus, Ademir Donizeti Caldeira, Claudia Glavam Duarte

25-46
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p25-46
Teachers' reflections on fraction-by-fraction division comprehensions and philosophies

Bernadete Verônica Schaeffer Hoffman Hoffman, Jaqueline Magalhães Brum, Vânia Maria Pereira dos Santos-Wagner

47-77
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p47-77
Official curricula and modeled curricula of mathematics in the literacy cycle an analysis of the coherence of objectives and activities present in lesson plans

charlene origuela gaspar de pinho, João alberto da silva

78-98
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p78-98
“When we decrease 1, we must add 1...”: actions that support mathematical reasoning performed by a teacher when discussing an addition task

Eliane Maria de Oliveira Araman, Lucas do Nascimento Corrêa, Ketheryn Letícia Gomes de Barros, Maria de Lurdes Serrazina

99-121
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p99-121
Professional teacher knowledge when teaching geometric transformations an analysis of class situations

Natalia Nascimben Delmondi Munhóz, Vinícius Pazuch

122-144
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p122-144
Didactic-pedagogical guidelines for working with problem solving in mathematics classes

Kaique Nascimento Martins, Larissa Pinca Sarro Gomes, Marlúbia Corrêa de Paula, Norma Suely Gomes Allevato

145-166
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p145-166
Meaning attribution in mathematical modeling in the early years a semiotic interpretation about mathematical objects

Michele Regiane Dias Veronez, Thayná Felix dos Santos

167-199
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p167-199
The unveiling of the notion of situation in school mathematical modeling

Gleison Sodré

200-226
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p200-226
What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training

Adamo Devi Cuchedza, Cláudia Regina Flores, Debora Regina Wagner, Mônica Maria Kerscher Franco

227-248
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p227-248
Knowledge and Beliefs of a Teacher Educator Analysis of her Teaching Practice when Teaching Algebra in Primary Teacher Pre-Service Education

Eduardo Goedert Doná, Alessandro Jacques Ribeiro

249-282
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p249-282
Microaggressions in the context of teaching and learning of mathematics a theoretical-conceptual analysis

Guilherme Henrique Gomes da Silva, Sintria Labres Lautert, João dos Santos Carmo, Ernani Martins dos Santos, Diogo Emmanuel Lucena dos Santos

283-304
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25ip283-304
Prospective mathematics teachers interacting on VMTcG in a task concerning translation

Marcelo Almeida Bairral, Thuane da Silveira Silvano

305-335
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p305-335
MathLibras in the amusement park a linguistic, mathematical and audiovisual resource analysis

Thais Philipsen Grutzmann, Tatiana Bolivar Lebedeff, Mayummi Aragão Campos, Helena Pinto da Luz

336-362
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p336-362
A praxeological approach to the study of fractal geometry in high school textbooks

Luan Padilha, Ana Pescini, Mariana Moran

363-407
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p363-407
Academic-Professional Training and Teacher Professional Development A Common Space?

Alex Sandro gomes Leão, Edward Frederico Castro Pessano, Maurício Cendón do Nascimento Ávila, Francieli Martins Chibiaque

408-429
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p408-429
Transition from arithmetic to algebraic in the light of Yves Chevallard's ideas

José Carlos de Souza Pereira, Messildo Viana Nunes, Fernando Cardoso de Matos, Saddo Ag Almouloud

430-454
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p430-454
History, actions, and achievements of the mathematics laboratory of the University of Passo Fundo (RS) history, actions, and achievements

Luís Gabriel Favaretto Matté, Luiz Henrique Ferraz Pereira

455-478
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p455-478
Shared reflections in an investigation of personal practice: learning trajectory of a teacher involving exploratory statistics teaching

Dalva Spiler Brandelero, Everton José Goldoni Estevam

479-507
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p479-507

Tradução de artigo ou capítulo de livro

The transition from arithmetic to the algebraic curriculum in middle school mathematics teaching Part one: The evolution of didactic transposition

Yves Chevallard; Saddo Ag Almouloud

508-555
- pdf (Português (Brasil))
- pdf (Français (France))
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p508-555
The transition from arithmetic to algebraic in mathematics teaching at the Collège Part two: Curricular perspectives: the notion of modeling

Yves Chevallard; Saddo Ag Almouloud

556-596
- pdf (Português (Brasil))
- pdf (Français (France))
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p556-596
The transition from arithmetic to algebraic in mathematics teaching at the Collège Part Three: Approaches and didactical problems

Yves Chevallard; Saddo Ag Almouloud

597-644
- pdf (Português (Brasil))
- pdf (Français (France))
DOI: https://doi.org/10.23925/1983-3156.2023v25i1p597-644

Vol. 25 No. 1 (2023): Continuous flow volume

Editorial for volume 25-1, 2023

Artigos

Discussing the Emergence of Mathematical Modelling in Mathematics Education

Teachers' reflections on fraction-by-fraction division comprehensions and philosophies

Official curricula and modeled curricula of mathematics in the literacy cycle an analysis of the coherence of objectives and activities present in lesson plans

“When we decrease 1, we must add 1...”: actions that support mathematical reasoning performed by a teacher when discussing an addition task

Professional teacher knowledge when teaching geometric transformations an analysis of class situations

Didactic-pedagogical guidelines for working with problem solving in mathematics classes

Meaning attribution in mathematical modeling in the early years a semiotic interpretation about mathematical objects

The unveiling of the notion of situation in school mathematical modeling

What does art know about (with) mathematics? Visualities that overflow in a group of students in initial training

Knowledge and Beliefs of a Teacher Educator Analysis of her Teaching Practice when Teaching Algebra in Primary Teacher Pre-Service Education

Microaggressions in the context of teaching and learning of mathematics a theoretical-conceptual analysis

Prospective mathematics teachers interacting on VMTcG in a task concerning translation

MathLibras in the amusement park a linguistic, mathematical and audiovisual resource analysis

A praxeological approach to the study of fractal geometry in high school textbooks

Academic-Professional Training and Teacher Professional Development A Common Space?

Transition from arithmetic to algebraic in the light of Yves Chevallard's ideas

History, actions, and achievements of the mathematics laboratory of the University of Passo Fundo (RS) history, actions, and achievements

Shared reflections in an investigation of personal practice: learning trajectory of a teacher involving exploratory statistics teaching

Tradução de artigo ou capítulo de livro

The transition from arithmetic to the algebraic curriculum in middle school mathematics teaching Part one: The evolution of didactic transposition

The transition from arithmetic to algebraic in mathematics teaching at the Collège Part two: Curricular perspectives: the notion of modeling

The transition from arithmetic to algebraic in mathematics teaching at the Collège Part Three: Approaches and didactical problems

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