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

• Editorial for volume 26.1

  Saddo Ag Almouloud, Ana Lucia Manrique

  001 - 007

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

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))
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• Knowledge of mathematics and chemistry embedded into integration curriculum materials

  Jackelany de Souza França Durães Machado, Gilberto Januario

  059 - 085

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• 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))
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• The academic-professional trajectory of a mathematics teacher trainer

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

  114 - 150

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

  Roselene Alves Amâncio, Samira Zaidan

  259 -282

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• Teaching algebra to visually impaired students contributions from triggering learning situations

  Natalia Mota Oliveira, Maria Lucia Panossian

  283 - 312

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• The The validating process in modelling activities looking for a framework

  Lourdes Maria Werle de Almeida, Rosangela Maria Koalek

  313 - 338

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• 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

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• 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

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• 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

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• 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))
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• Probability for high school in PNLD 2021 mathematics textbooks

  Anderson Rodrigo Oliveira da Silva, Gilda Lisbôa Guimarães

  449 - 471

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

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

  472 - 498

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• 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

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• Epistemological study of standard deviation

  Khadidiatou Gueye, Moustapha Sokhna, Sounkharou Diarra

  523 - 538

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• State of Knowledge a historical study on arithmetic problems

  Robert Rene Michel Junior, David Antonio da Costa

  539 - 567

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• Reflections on the concept of mathematical literacy relational dynamics

  Bruna Larissa Cecco, Luci Teresinha Marchiori dos Santos Bernardi

  568 - 592

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

  João da Cruz Neves Silva Neto, Jonei Cerqueira Barbosa

  593 - 617

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• 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

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

  Gerson Pastre Oliveira

  642 - 667

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• 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

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• 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))
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