Vol. 26 No. 1 (2024): Continuous fluxo volume

Published: 2024-04-30

Editorial for volume 26.1

Saddo Ag Almouloud, Ana Lucia Manrique

001 - 007
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p001-007

Artigos

Alternative praxeological model for the identification of primary numbers

Gladys Maria Bezerra de Souza, João de Ribamar Silva, José Messildo Viana Nunes

008-058
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p008-058
Knowledge of mathematics and chemistry embedded into integration curriculum materials

Jackelany de Souza França Durães Machado, Gilberto Januario

059 - 085
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p059-085
From mathematical contents to process of meaning production: a possibility to mathematics teacher education

Patricia Rosana Linardi, Viviane Cristina Almada de Oliveira, João Ricardo Viola dos Santos

086 - 113
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p086-113
The academic-professional trajectory of a mathematics teacher trainer

Janaína Mendes Pereira da Silva, Evonir Albrecht, Regina da Silva Pina Neves

114 - 150
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p114-150
Analysis of narratives/scenes on screen intersectionalities with mathematics lesson plans that problematize genders and sexualities based on streaming

Mauricio Rosa, Agnaldo da Conceição Esquincalha

151 - 176
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p151-176
Articulations between history of mathematics and mathematical modelling some understandings from a systematic literature review

Érica Gambarotto Jardim Bergamim, Lilian Akemi Kato

177 - 207
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p177-207
The professional development of elementary and middle-basic school teachers an analysis of a remote training process on statistical concepts

Maria Elizabete Souza Couto, Edicarlos Pereira de Sousa, Dennys Leite Maia, Clóvis Lisboa dos Santos Júnior

208 - 236
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p208-236
Movement for the constitution of the professional identity of prospective Mathematics teachers within the scope of Pibid and Supervised Curricular Internship

André Lima Rodrigues, Márcia Cristina de Costa Trindade Cyrino

237 - 258
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p237-258
The lesson study and the Inicial training of mathematics teachers in Brazil a literature review

Roselene Alves Amâncio, Samira Zaidan

259 -282
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p259-282
Teaching algebra to visually impaired students contributions from triggering learning situations

Natalia Mota Oliveira, Maria Lucia Panossian

283 - 312
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p283-312
The The validating process in modelling activities looking for a framework

Lourdes Maria Werle de Almeida, Rosangela Maria Koalek

313 - 338
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p313-338
The curricular component “inclusive education” in initial teacher education a case study in a teaching degree in mathematics

Damião Michael Rodrigues de Lima, Francisco José de Lima, Roberta da Silva

339 - 359
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p339-359
The insertion of the language dimension in the analysis of the teaching problem

Ana Karine Dias Caires Brandão, Maria José Ferreira da Silva, Saddo Ag Almouloud

360 - 389
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p360-389
Dialogues about the ongoing challenge of combating racism in “people’s” sport Critical Mathematics Education in the classroom

Mariana da Silva Soriano, Edméa de Oliveira Santos

390 - 417
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p390-417
The nature of global estrutures of argumentation in a teaching context based on collective argumentation

Fredy Coelho Rodrigues, Marco Aurélio Alvarenga Monteiro

418 - 448
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p418-448
Probability for high school in PNLD 2021 mathematics textbooks

Anderson Rodrigo Oliveira da Silva, Gilda Lisbôa Guimarães

449 - 471
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p449-471
Ethnomathematics a systematic review of brazilian academic works (2005-2023)

Antonio Alison Pinheiro Martins, Isabel Cristina Rodrigues de Lucena, Jeirla Alves Monteiro

472 - 498
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p472-498
The The philosophy of difference through mathematics education cartography of speeches presented at ANPED GT-19

Jaqueline Magalhães Brum, Janete Magalhães Carvalho, Sandra Kretli da Silva

499 - 522
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p499-522
Epistemological study of standard deviation

Khadidiatou Gueye, Moustapha Sokhna, Sounkharou Diarra

523 - 538
- pdf (Français (France))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p523-538
State of Knowledge a historical study on arithmetic problems

Robert Rene Michel Junior, David Antonio da Costa

539 - 567
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p539-567
Reflections on the concept of mathematical literacy relational dynamics

Bruna Larissa Cecco, Luci Teresinha Marchiori dos Santos Bernardi

568 - 592
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p568-592
Experiences of teachers teaching mathematics leading to the challenge of the exercise paradigm

João da Cruz Neves Silva Neto, Jonei Cerqueira Barbosa

593 - 617
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p593-617
Integrating financial education into the elementary school curriculum an analysis of public policies and pPedagogical Strategies

Jonata Souza dos Santos, Claudia Lisete Oliveira Groenwald

618 - 641
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p618-641
Mathematical aspects of the n-queens problem and the construction of knowledge by Computer Science students

Gerson Pastre Oliveira

642 - 667
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p642-667
Problem solving and teaching equations of 2nd degree meta-analysis of two professional master's research studies

Fernando Francisco Pereira, Marcelo Carlos de Proença

668 - 690
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p668-690
Methodology focused on the order of chemical reaction, stemming from a problem of developing student and teacher skills and competences

José Pinheiro da Costa Júnior, Saul Rodrigo da Costa Barreto, Deusarino Oliveira Almeida Júnior Almeida Júnior

691 - 725
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2024v26i1p691-725

Vol. 26 No. 1 (2024): Continuous fluxo volume

Editorial for volume 26.1

Artigos

Alternative praxeological model for the identification of primary numbers

Knowledge of mathematics and chemistry embedded into integration curriculum materials

From mathematical contents to process of meaning production: a possibility to mathematics teacher education

The academic-professional trajectory of a mathematics teacher trainer

Analysis of narratives/scenes on screen intersectionalities with mathematics lesson plans that problematize genders and sexualities based on streaming

Articulations between history of mathematics and mathematical modelling some understandings from a systematic literature review

The professional development of elementary and middle-basic school teachers an analysis of a remote training process on statistical concepts

Movement for the constitution of the professional identity of prospective Mathematics teachers within the scope of Pibid and Supervised Curricular Internship

The lesson study and the Inicial training of mathematics teachers in Brazil a literature review

Teaching algebra to visually impaired students contributions from triggering learning situations

The The validating process in modelling activities looking for a framework

The curricular component “inclusive education” in initial teacher education a case study in a teaching degree in mathematics

The insertion of the language dimension in the analysis of the teaching problem

Dialogues about the ongoing challenge of combating racism in “people’s” sport Critical Mathematics Education in the classroom

The nature of global estrutures of argumentation in a teaching context based on collective argumentation

Probability for high school in PNLD 2021 mathematics textbooks

Ethnomathematics a systematic review of brazilian academic works (2005-2023)

The The philosophy of difference through mathematics education cartography of speeches presented at ANPED GT-19

Epistemological study of standard deviation

State of Knowledge a historical study on arithmetic problems

Reflections on the concept of mathematical literacy relational dynamics

Experiences of teachers teaching mathematics leading to the challenge of the exercise paradigm

Integrating financial education into the elementary school curriculum an analysis of public policies and pPedagogical Strategies

Mathematical aspects of the n-queens problem and the construction of knowledge by Computer Science students

Problem solving and teaching equations of 2nd degree meta-analysis of two professional master's research studies

Methodology focused on the order of chemical reaction, stemming from a problem of developing student and teacher skills and competences

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