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

• Editorial for volume 25-1, 2023

  Saddo Ag Almouloud, Ana Lucia Manrique

  001-024

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

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

• 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

• 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

• “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

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

  Natalia Nascimben Delmondi Munhóz, Vinícius Pazuch

  122-144

  • pdf (Português (Brasil))
  • pdf

• 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

• 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))
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• The unveiling of the notion of situation in school mathematical modeling

  Gleison Sodré

  200-226

  • pdf (Português (Brasil))
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• 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

• 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

• 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))
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• Prospective mathematics teachers interacting on VMTcG in a task concerning translation

  Marcelo Almeida Bairral, Thuane da Silveira Silvano

  305-335

  • pdf (Português (Brasil))
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• 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

• 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

• 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

• 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

• 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))
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• 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

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))

• 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))

• 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))