Vol. 27 No. 1 (2025): Volume 27.1 of 2025

• Editorial for volume 27.1 of 2025

  Saddo Ag Almouloud, Ana Lucia Manrique

  001 - 003

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

  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p001-003

Artigos

• Proposal for an expanded reference epistemological model for mathematics teaching

  Teodora Pinheiro Figueroa, Saddo Ag Almouloud

  004-033

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p004-033

• I am not a child, I am an adult: fantasy of the real, reiteration and numeracy practices

  Raquel Monteiro Pires de Lima, Maria da Conceição Ferreira Reis Fonseca

  034-058

  • pdf (Português (Brasil))
  • pdf

  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p034-058

• The relationships between creativity and working with digital technologies that are revealed in the mathematics education literature

  Priscila Gleden Novaes da Silva, Rodolfo Eduardo Vertuan, Clodis Boscarioli

  059 - 091

  • pdf (Português (Brasil))
  • pdf

  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p059-091

• Contributions of a linguistic approach to the initial education of mathematics teachers

  Marlon Augusto das Chagas Barros, Federal University of Pará

  092 - 123

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p092-123

• Mathematical modeling: a study on its incorporation into basic education from the proceedings of SIPEM

  Sara Martins Bessa, Francisco Wagner Soares Oliveira, Otávio Floriano Paulino

  124 - 154

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p124-154

• Implications of mathematical knowledge for teaching using mathematical modelling a look at the discussions of teachers in continuing education

  Karina Alessandra Pessoa da Silva, Emerson Tortola

  155 - 185

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p155-185

• Teachers and research on their own practice a systematic literature review

  Rosana Maria Luvezute Kripka, Alessandro Jacques Ribeiro

  186 - 216

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p186-216

• Contributions of teaching linear systems via problem solving in the 2nd year of high school

  João Alessandro da Luz, Marcelo Carlos de Proença

  217 - 246

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p217-246

• Ten years of the curriculum and digital technologies in mathematics education group research paths in/for teacher training

  Marcelo Oliveira Dias

  247 - 275

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p247-275

• The specialized knowledge of the teacher who teaches mathematics to future teachers of the initial years

  Bruna Carolina Mascotte, Luiz Otávio Rodrigues Mendes, João Alessandro da

  276 - 311

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p276-311

• Didactic knowledge of mathematics teachers in lesson study students' difficulties and teaching strategies

  Marta Cristina Cezar Pozzobon, Adriana Richit, Mauri Luís Tomkelski

  312 - 335

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p312-335

• Understanding of derivative concepts by undergraduate mathematics students from three inland institutions in the state of Paraná

  Jorge Fernandes de Lima Neto, Tiago Emanuel Klüber

  336 - 384

  • pdf (Português (Brasil))
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  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p336-384

• The use of mathematics and statistics in scientific disinformation discourses in a denialist virtual community

  Gabriela Fasolo Pivaro, Steve da Silva Vicentim, Gildo Girotto Júnior

  385 - 420

  • pdf (Português (Brasil))
  • pdf

  DOI: https://doi.org/10.23925/1983-3156.2025v27i1p385-420