Vol. 25 No. 3 (2023): Continuous Flow Volume 25.2

Published: 2023-10-03

Artigos

  • The curriculum and teacher training: between experiences in mathematics teaching

    André Ricardo Lucas Vieira, Fabrício Oliveira da Silva, Alfrancio Ferreira Dias
    006 - 025
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p006-025

  • Construction of the theory/practice relationship through strategies to overcome the university/school dichotomy

    Neslei Nogueira, Denise Nascimento Silveira
    026 - 048
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p026-048

  • The computational thinking in new high school an analysis of didactic works in the mathematics area and its technologies

    Leandro Mário Lucas, Filomena Maria Gonçalves da Silva Cordeiro Moita, Lucas Henrique Viana
    049 - 078
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p049-078

  • Engineering training new needs for na old profession

    Viviane Roncaglio, Isabel Koltermann Battisti, Cátia Maria Nehring
    079 - 110
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p079-110

  • Uses of argumentation in mathematics education a systematic review of the literature in higher education

    Joilma Silva Carneiro, Elder Sales Teixeira, Andréia Maria Pereira de Oliveira
    111 - 141
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p111-141

  • ChatGPT and mathematics education

    Marcelo de Carvalho Borba, Valci Rodrigues Balbino Junior
    142 - 156
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p142-156

  • Reflective writing on vaivém a study of the productions of future mathematics teachers

    Gabriel dos Santos e Silva, Francielle Silva Gardin
    157 - 182
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p157-182

  • Commutative and distributive properties in the proposition by Davýdov for mathematics teaching

    Joséia Euzébio da Rosa, Ediséia Suethe Faust Hobold
    183 - 205
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p183-205

  • The impact caused by the covid-19 pandemic on the mathematics teacher's resource system a case study in Amazonas

    Francisco Eteval Silva Feitosa, Veronica Gitirana Gomes Ferreira, Roberta dos Santos Rodrigues
    206 - 232
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p206-232

  • Didactics of signs an archive of mathematics

    Lisete Regina Bampi, Gabriel Dummer Camargo
    233 - 258
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p233-258

  • Multigrade rural education in São Caetano- Pernambuco Mula study of the mathematics curriculum framework for early years

    Maria Jacqueline da Silva, José Dilson Beserra Cavalcanti, Rochelande Felipe Rodrigues
    259 - 280
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p259-280

  • Mathematics education under investigation provocations based Florence Weber and Ludwig Wittgenstein

    Ketlin Kroetz, Paula Correa Henning, Diego Machado Ozelame
    281 - 296
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p281-296

  • Aspects of high school students’ differential thinking with GeoGebra

    Ana Rita Domingues , Ricardo Scucuglia Rodrigues da Silva, Inocêncio Fernandes Balieiro Filho
    297 - 321
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p297-321

  • Linear diophantine equations through problem solving possibilities for mathematics degree courses

    Andrei Luís Berres Hartmann, Lais Cristina Pereira da Silva, Rosane Rossato Binotto
    322 - 343
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p322-343

  • The division algorithm in the initial mathematics teacher training

    Carlos Ian Bezerra de Melo, João Luzeilton de Oliveira
    344 - 372
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p344-372

  • Promoting the specialized knowledge of prospective mathematics teachers about the euclidean division algorithm

    Marieli Vanessa Rediske de Almeida, Rian Lopes
    373 - 402
    DOI: https://doi.org/10.23925/1983-3156.2023v25i3p373-402