Vol. 21 (2026)

Artigos

• Knowledge revealed by pre-service teachers in outdoor mathematical trail activities

  Janecler Aparecida Amorin Colombo, Elida Maiara Velozo de Castro, Edineia Zarpelon

  1-22

  • PDF/A (Português (Brasil))

• Contributions of Mathematics Education to Elements of Social Technology

  Tarliz Liao, Beatriz Reink Gomes, Andrea Thees, Marcelo Souza Motta

  1-26

  • PDF/A (Português (Brasil))

• A genetic decomposition for continuity of function of a real variable

  Maria Alice de Vasconcelos Feio Messias, João Cláudio Brandemberg

  1-16

  • PDF/A (Português (Brasil))

• Mathematics in ENEM: a study of geometric knowledge from 2009 to 2024

  Francisco Breno Pereira Barroso, Nadia Ferreira de Andrade Esmeraldo

  1-22

  • PDF/A (Português (Brasil))

• An introduction to the philosophy of mathematics and its epistemological and didactic implications in the philosophy of mathematics education

  Raimundo Santos de Castro

  1-20

  • PDF/A (Português (Brasil))

• Affective Revisitations between Art and Mathematics in a Workshop with Elementary School Students

  Isadora Cristina Ludvig, Cláudia Regina Flores, Débora Regina Wagner

  1-20

  • PDF/A (Português (Brasil))

• Design of a digital version of the mathematical game Mankala Colhe Tres: idealization of usage situations

  Tarcisio Santos, Franck Bellemain, Péricles Sobreira

  1-22

  • PDF/A (Português (Brasil))

• Geometric thinking of teachers who teach mathematics when faced with a problem involving quadrilaterals

  André Pereira da Costa, Fernanda Andréa Fernandes Silva

  1-23

  • PDF/A (Português (Brasil))

• From student to teacher: the construction of teacher identity in mathematics teacher education

  Samuel Carlos Wiedemann, Sander Joner, Diego Manoel Panonceli, Ângela Paloma Zelli Wiedemann, Rafael Henrique Santin

  1-19

  • PDF/A (Português (Brasil))

• Participant Observation as a research method for mathematical education: a sample case

  Fabio Menezes da Silva

  1-19

  • PDF/A (Português (Brasil))

• An analysis of the implementation of the mathematics curriculum in integral education in the municipality of Maricá/RJ – the case of CEPT Leonel de Moura Brizola

  Jessica Pereira de Souza, Ulisses Dias da Silva

  1-22

  • PDF/A (Português (Brasil))

• The synergy between the semiocognitive operations of the Theory of Semiotic Representation Registers:a study on the teaching of geometry

  Gilberto Beserra da Silva Filho, Vladimir Lira Veras Xavier de Andrade, André Pereira da Costa

  1-25

  • PDF/A (Português (Brasil))

• Problem solving: a scenario for teacher professional development

  Danusa de Lara Bonotto, Izabel Gioveli

  1-24

  • PDF/A (Português (Brasil))

• Mathematics in applied Social Sciences: Mapping of scientific production related to pedagogical practices

  Daniele Mendes Caldas, Elaine Corrêa Pereira, Liliane Silva de Antiqueira, Celiane Costa Machado, Daniel da Silva Silveira

  1-20

  • PDF/A (Português (Brasil))

• Working with projects in the context of Critical Mathematics Education and Ethnomathematics: exploring the Nagô braids and High School content

  Bruno Damien da Costa Paes Jürgensen, Maria Luiza Ferreira Magalhães, Breno Cézar da Costa

  1-28

  • PDF/A (Português (Brasil))

• (Re)discovering the world through the look of a geometer: visualization of grids and urban fences

  José Carlos Pinto Leivas, André Firpo Beviláqua

  1-22

  • PDF/A (Português (Brasil))

• Mathematical Modeling of Gaseous Transformations: An Analysis from the Perspective of Registers of Semiotic Representation

  Bazilicio Manoel de Andrade Filho

  1-30

  • PDF/A (Português (Brasil))

• Communication patterns in mathematics classes in traditional and investigative learning environments

  Talita de Jesus da Silva , Lilian Aragão da Silva

  1-22

  • PDF/A (Português (Brasil))