Vol. 27 No. 2 (2025): Special issue: Theoretical references for discussing mathematical knowledge and know-how

The overall objective is to present mathematics mobilized and produced by teachers, as well as the theoretical references that support research with this focus in the mathematics education research community.

Published: 2025-05-31

Editorial – special issue: theoretical references for discussing mathematical knowledge and knowing

Flávia Cristina de Macêdo Santana, Roberta D’Angela Menduni Bortoloti, Victor Augusto Giraldo

001 - 008
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p001-008

Call for papers to the special issue: Theoretical frameworks for discussing math

On teachers' specific mathematics

Jonei Cerqueira Barbosa

009 - 033
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p009-033
Mathematics teacher’s specialized knowledge and interpretative knowledge weaving theoretical relations within the scope of isometric geometric transformation rotation

Caroline Almeida Souza Silva, Sandra Menezes, Miguel Ribeiro

034 - 062
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p034-062
Mathematical knowledge for teaching limits and possibilities for brazilian research

Henrique Rizek Elias, Sabrina Bobsin Salazar, Vania Batista Flose Jardim

063 - 090
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p063-090
Trajectory, resources and knowledge for teaching mathematics in early career

Katiane de Moraes Rocha, Aparecida Santana de Souza Chiari

091 - 115
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p091-115
Technological transformations in mathematics teaching a study on the development of technological pedagogical content knowledge

Lya Raquel Oliveira dos Santos, Lana Thaís Santos Silva, Mayara de Miranda Santos

116 - 137
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p116-137
Mathematical knowledge for teaching dialogue about practice of mathematics teachers in basic education

Marilia Lidiane Chaves da Costa Alcantara, Claudianny

138 - 164
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p138-164
Problematizing approaches for mobilizing mathematics teachers’ knowledge: contributions, limitations and challenges

Vânia Cristina da Silva Rodrigues, Eliane Matesco Cristovão, Enio Freire de Paula

165 - 198
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p165-198
Mathematics for teaching the concept of polynomials from recontextualizations in textbooks

Alana Santiago Oliveira, Jaqueline de Souza Pereira Grilo

199 - 225
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p199-225
Knowledge for training teachers who teach statistics in basic education

Marta Élid Amorim, Ruy Cesar Pietropaolo, Silvânia da Silva Costa

226 - 251
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p226-251
Mathematical knowledge for teaching flat and spatial figures in the final years of elementary school: the visualization in focus

Alana Nunes Pereira, Samira Zaidan

252 - 275
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p252-275
Specialized knowledge in teaching exponential function via problem solving in the context of PIBID

Caleb da Silva Araujo Campelo, Marcelo Carlos de Proença

276 - 297
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p276-297
Teaching knowledge mobilized and re-elaborated by mathematics teachers from the perspective of lesson study and semiotic representations

Mikaelle Barboza Cardoso, Marcilia Chagas Barreto

298 - 328
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p298-328
Micropaths in the study of Symmetry conditions and restrictions in continuing education with Mathematics teachers

Cintia Melo dos Santos, José, Tatiani Garcia Neves

329 - 358
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p329-358
The emergence of didactic obstacles in the contractual teacher-student- knowledge relationship in the teaching of probabilidade

Vitória da Silva Farias, Anna Paula de Avelar Brito Lima

359 - 391
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p359-391
Mathematical knowledge for teaching in the context of inclusive education an analysis of descending bifurcations in the teaching of the arithmetic mean

Wuallison Firmino dos Santos, Marcus Bessa de Menezes

392 - 417
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p392-417
The inicial training of mathematics teachers a case study from the perspective of the documentational approach to didactics

Sandra Cristina Martini Rostirola, Elisa Henning, Ivanete Zuchi Siple

418 - 445
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p418-445
Didactic adequacy in the initial training of mathematics teachers reflections on aspects of interaction

José Fernandes da Silva, Alexsandra Braga Horta, Vicenç Font

446 - 469
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p446-469
Criteria of didactic suitability as a training device with future mathematics teachers contributions to the mobilization of pedagogical reasoning

Jean Carlo Francis Wanderley Graciano do, Douglas da Silva Tinti

470 - 497
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2025v27i2p470-497

Vol. 27 No. 2 (2025): Special issue: Theoretical references for discussing mathematical knowledge and know-how

Editorial – special issue: theoretical references for discussing mathematical knowledge and knowing

Call for papers to the special issue: Theoretical frameworks for discussing math

On teachers' specific mathematics

Mathematics teacher’s specialized knowledge and interpretative knowledge weaving theoretical relations within the scope of isometric geometric transformation rotation

Mathematical knowledge for teaching limits and possibilities for brazilian research

Trajectory, resources and knowledge for teaching mathematics in early career

Technological transformations in mathematics teaching a study on the development of technological pedagogical content knowledge

Mathematical knowledge for teaching dialogue about practice of mathematics teachers in basic education

Problematizing approaches for mobilizing mathematics teachers’ knowledge: contributions, limitations and challenges

Mathematics for teaching the concept of polynomials from recontextualizations in textbooks

Knowledge for training teachers who teach statistics in basic education

Mathematical knowledge for teaching flat and spatial figures in the final years of elementary school: the visualization in focus

Specialized knowledge in teaching exponential function via problem solving in the context of PIBID

Teaching knowledge mobilized and re-elaborated by mathematics teachers from the perspective of lesson study and semiotic representations

Micropaths in the study of Symmetry conditions and restrictions in continuing education with Mathematics teachers

The emergence of didactic obstacles in the contractual teacher-student- knowledge relationship in the teaching of probabilidade

Mathematical knowledge for teaching in the context of inclusive education an analysis of descending bifurcations in the teaching of the arithmetic mean

The inicial training of mathematics teachers a case study from the perspective of the documentational approach to didactics

Didactic adequacy in the initial training of mathematics teachers reflections on aspects of interaction

Criteria of didactic suitability as a training device with future mathematics teachers contributions to the mobilization of pedagogical reasoning

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