Vol. 25 No. 4 (2023): Enseignement des mathématiques aux personnes historiquement marginalisées dans le contexte scolaire

The articles presented in this volume consider the mathematics teaching and learning processes of historically marginalized people in the school context; implications of practices and theories that involve inclusion for the curriculum, planning, and for assessment; development of theoretical frameworks focused on the construction and deconstruction of concepts such as disability, difference, equality, equity, and social justice; and discussions of public policies in and for Inclusive Mathematics Education.

Published: 2023-12-23

Editorial of the thematic issue - WG 13 -SBEM

Agnaldo da Conceição Esquincalha, Ana Lucia Manrique, Clélia Maria Ignatius Nogueira, Edmar Reis Thiengo

001 - 008
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p001-008

Mathematics education of historically marginalized people in the school context

MathLibras in 3rd grade Elementary School: first impressions on three videos of the project

Thais Philipsen Grutzmann, Tatiana Bolivar Lebedeff, Mônica Mendes Garcia, Joseane Maciel Viana

009-046
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p009-046
A Normalizing Mathematics (Education): Analysis of Forums from an Extension Course on Gender Studies and Mathematics Education

Hygor Batista Guse, Hugo dos Reis Detoni

047-070
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p047-070
Development of mathematical thinking in students with intellectual disabilities

Adriela Noronha, Sani de Carvalho Rutz da Silva, Elsa Midori Shimazaki

071-091
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p071-091
Representations of a pie chart for blind students in teaching statistics

Rodrigo Cardoso dos Santos, Claudia Coelho de Segadas Vianna, Antônio Carlos Fontes dos Santos

092-110
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p092-110
Aspects of knowledge to teach Mathematics to students with Down Syndrome raised in a community of teachers

Neusa Eliana Wollmann Tabaka, Fábio Alexandre Borges, Everton José Goldoni Estevam

111-136
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p111-136
Narratives of mathematics teachers about situations experienced in classes with blind students

Andréa Paula Monteiro de Lima, Iranete Maria da Silva Lima, Jaqueline Aparecida Foratto Lixandrão Santos

137-158
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p137-158
Exploratory-investigative approach in mathematics to include children and young people in situations of school failure

Eliane Matesco Cristovão, Dario Fiorentini

159-190
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p159-190
When the school expels, street work is an opportunity to dream

Lucas Martini, Yasmin Cartaxo Lima, Fernanda Dartora Musha, Elenilton Vieira Godoy

191-217
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p191-217
Racial microaggressions in higher education perceptions and experiences of students from STEM at the Federal University of Alfenas

Ronaldo André Lopes, Guilherme Henrique Gomes da Silva

218-227
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p218-227
Building pathways for Mathematics classes from an inclusive perspective through the Universal Design for Learning approach

Janaina Zanon Roberto Stellfeld, José Ricardo Dolenga Coelho, Anderson Roges Teixeira Góes, Heliza Colaço Góes

128 -161
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p128-161
Espaços para sonhos nas aulas de matemática problematizações e possibilidades

Daniela Alves Soares

162 - 189
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p162-189
Access to mathematical knowledge in inclusive classes Access to mathemthe differentiation of teaching from tasks structured in legitimizing variables of deaf students

Nadjanara Ana Basso Morás, Clélia Maria Ignatius Nogueira, Luiz Marcio Santos Farias

190-213
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p190-213
An analysis of student agency in texts of Mathematics Education

Edmar Reis Thiengo, Felipe Machado Teixeira Couto

214-233
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p214-233
“I know how to do it in practice, but I don't know how to do it in grammar” reflections on the different mathematical knowledge of elderly people in the literacy process

Douglas Silva Santos, Carla Cristina Pompeu

234 - 260
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p234-260
Microexclusion and immigrant students

Manuella Carrijo

261 - 283
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p261-283
Geometric thinking, art and racial issues in early childhood education decolonial pedagogical possibilities and practices

Ariene Vitalino da Silva, Bruno Gonçalo Penedo Souza, Gabriela dos Santos Barbosa

284 - 308
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p284-308
What can a subject called Mathematics Applications do? students’ voices on socioeconomic

Fernanda Malinosky Coelho Rosa, Thiago Donda Rodrigues, Everton Dutra Colodetti

309 - 331
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p309-331
Discussing neurodiversity in Mathematics Education the new terminologies that emerge in this discussion

Elton de Andrad Viana, Ana Lucia Manrique

332 - 358
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p332-358
Narratives of female mathematics undergraduates - whose bodies differ from hegemonic standards - about their formative journeys

Jéssica Maria Oliveira de Luna, Agnaldo da Conceição Esquincalha

359-389
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p359-389
“And the beer? Don't you want to check the expiration date?” “And the beer? Don't yoelderly women literacy students at YAE appropriating hegemonic mathematical practices

Flávia Cristina Duarte Pôssas Grossi, Maria da Conceição Ferreira Reis Fonseca

390 - 412
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p390-412
The math class and the challenges of inclusion teaching statistical variables and frequency distribution to a blind student

Vanessa Lays Oliveira dos Santos, Marcus Bessa de Menezes, Eduardo Onofre

413 - 435
- pdf (Português (Brasil))
- pdf
DOI: https://doi.org/10.23925/1983-3156.2023v25i4p413-435

Vol. 25 No. 4 (2023): Enseignement des mathématiques aux personnes historiquement marginalisées dans le contexte scolaire

Editorial of the thematic issue - WG 13 -SBEM

Mathematics education of historically marginalized people in the school context

MathLibras in 3rd grade Elementary School: first impressions on three videos of the project

A Normalizing Mathematics (Education): Analysis of Forums from an Extension Course on Gender Studies and Mathematics Education

Development of mathematical thinking in students with intellectual disabilities

Representations of a pie chart for blind students in teaching statistics

Aspects of knowledge to teach Mathematics to students with Down Syndrome raised in a community of teachers

Narratives of mathematics teachers about situations experienced in classes with blind students

Exploratory-investigative approach in mathematics to include children and young people in situations of school failure

When the school expels, street work is an opportunity to dream

Racial microaggressions in higher education perceptions and experiences of students from STEM at the Federal University of Alfenas

Building pathways for Mathematics classes from an inclusive perspective through the Universal Design for Learning approach

Espaços para sonhos nas aulas de matemática problematizações e possibilidades

Access to mathematical knowledge in inclusive classes Access to mathemthe differentiation of teaching from tasks structured in legitimizing variables of deaf students

An analysis of student agency in texts of Mathematics Education

“I know how to do it in practice, but I don't know how to do it in grammar” reflections on the different mathematical knowledge of elderly people in the literacy process

Microexclusion and immigrant students

Geometric thinking, art and racial issues in early childhood education decolonial pedagogical possibilities and practices

What can a subject called Mathematics Applications do? students’ voices on socioeconomic

Discussing neurodiversity in Mathematics Education the new terminologies that emerge in this discussion

Narratives of female mathematics undergraduates - whose bodies differ from hegemonic standards - about their formative journeys

“And the beer? Don't you want to check the expiration date?” “And the beer? Don't yoelderly women literacy students at YAE appropriating hegemonic mathematical practices

The math class and the challenges of inclusion teaching statistical variables and frequency distribution to a blind student

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