Vol. 26 No. 4 (2024): Volume 26 number 4 of 2024

• Editorial

  Saddo Ag Almouloud, Ana Lucia Manrique

  001 - 004

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

Artigos

• Conceptualizing formative curriculum materials and discussing their crossing on teachers' professional knowledge

  Ana Paula Perovano, Gilberto Januario

  005 - 034

  • pdf (Português (Brasil))
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• Inclusion and social justice in a statistical literacy project: critical statistical education for young people in vulnerable socio-economic-environmental situations

  Fernanda Angelo Pereira, Mauren Porciúncula Moreira da Silva

  035 - 066

  • pdf (Português (Brasil))
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• A study of the documentational geneses of teachers for the teaching of piecewise defined function in basic education.

  Armenio Lannes Xavier Neto, Maria José Ferreira da Silva, Luc Trouche

  067 - 091

  • pdf (Português (Brasil))
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• The voice of teaching building bridges with dialogues about Interdisciplinarity and Equity

  Elânia Francisca da Silva, Ana Cecília Figueirêdo Leite, Rodrigo Lacerda Carvalho

  092 - 113

  • pdf (Português (Brasil))
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• Didactic macro-decisions analysis of a lesson plan from the point of view of the development of algebraic thinking

  Lívia Elaine da Silva Santos, Fernando Emílio Leite de Almeida

  114 - 136

  • pdf (Português (Brasil))
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• Financial education in textbooks transforming mathematical exercises into powerful reflective landscapes

  Wellington Moisés de Oliveira, Lucas Mazzi

  137 - 159

  • pdf (Português (Brasil))
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• The development of algebraic thinking associated with polynomial pperations in mathigon

  Rúbia Carla Pereira, Alex Jordane Oliveira, Alex Mofardini Ramos

  160 - 188

  • pdf (Português (Brasil))
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• Continuing teacher education the impact on students learning mathematics

  Gabriele Bonotto Silva, Vera Lucia Felicetti

  189 - 210

  • pdf (Português (Brasil))
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• The concept of rational numbers in secondary and higher education: a systematic review of the literatura in latin america

  Aline Mendes Penteado Farves, Marcia Maria Fusaro Pinto

  211 - 238

  • pdf (Português (Brasil))
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• The creation of an activity focused on teaching symmetry with the use of the generative artificial intelligence

  André Ricardo Antunes Ribeiro, Evandro Alberto Zatti, Renata de Oliveira Balbino, Marco Aurélio Kalinke

  239 - 263

  • pdf (Português (Brasil))
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• Knowledge elements for teaching arithmetic in the handbook A Aritmética na “Escola Nova”, by Everardo Backheuser

  Rogerio dos Santos Carneiro, Neuza Bertoni Pinto

  264 - 286

  • pdf (Português (Brasil))
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• The evolution of the notion of continuity e reflections about the relation betwen the discret and the continuum

  jacqueline Borges de Paula, Humberto de Assis Clímaco, Ironei Angelo dos Santos Junior

  287 - 307

  • pdf (Português (Brasil))
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• Reflections about modeling processes: a case of translational motion in horizontal direction

  Edson Ferreira da Costa Junior , Barbosa Alvarenga

  308 - 331

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• Cross-Cultural Adaptation and Validation of the Elementary School Mathematics Anxiety Scale - Elementary Form - MARS-E into Portuguese/Brazil

  Moura-Silva, Alves, Domingues, Cordeiro, Gonçalves, Bento-Torres, Bento-Torres

  332 - 352

  • pdf (Português (Brasil))
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Tradução de artigo ou capítulo de livro

• Epistemology and didactics

  Michèle Artigue; Saddo Ag Almouloud, Marluce Alves dos Santos, Solange Fernandes Maia Pereira

  353 - 388

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

• Mathematical argumentation, a precursor concept to mathematical proof

  Nicolas Balacheff; Saddo Ag Almouloud, Marluce Alves dos Santos, Solange Fernandes Maia Pereira

  389 - 412

  • pdf (Português (Brasil))
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