Educação Matemática Debate

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  Año 2025, Vol. 9, Número 18. Dedicado a: ago.

  • Artigos

    • Curriculum silences: a post-critical analysis of the IFNMG Mathematics degree program

      Dione Alves de Almeida, Harryson Júnio Lessa Gonçalves

      • Resumen
      • Texto completo
      

  • Artigos

    • The paths and epistemological encounters in research on mathematics education in Bolivian childhood

      Joana Inês Novaes, Harryson Júnio Lessa Gonçalves

      • Resumen
      • Texto completo

      14 págs.

      

    • Cryptography: a didactic possibility for teaching matrices

      Bárbara Elisa Kranz, Clarissa de Assis Olgin

      • Resumen
      • Texto completo

      16 págs.

      

  • Artigos

    • The approach to finance in High School Mathematics textbooks

      Gabriela Dutra Rodrigues Conrado, Marta Cristina Cezar Pozzobon

      • Resumen
      • Texto completo

      17 págs.

      

    • Teacher professional knowledge, curriculum materials (educative) and the teaching of linear functions: some potentialities

      David Souza Bandeira, Katia Lima

      • Resumen
      • Texto completo

      17 págs.

      

  • Artigos

    • Territory and social justice in Mathematics curriculum: between silencing and invisibility

      Júlio César Augusto do Valle, Andressa Rubim

      • Resumen
      • Texto completo

      17 págs.

      

    • Conceptual aspects of Traditional Classical Pedagogy versus Critical Mathematics Education: spaces of tension

      Lucas Martini, Elenilton Vieira Godoy

      • Resumen
      • Texto completo

      17 págs.

      

    • External assessment and Mathematics teaching: impacts of Spaece on curriculum practices in Ceará, Brazil

      Océlio Fernandes Pereira, Clarissa de Assis Olgin

      • Resumen
      • Texto completo

      17 págs.

      

    • Between noesis and semiosis: Analytic Geometry in textbooks through the lens of Semiotic Representations

      Naiara Camargo Gobesso, Rúbia Barcelos Amaral, Beatriz Fernanda Litoldo

      • Resumen
      • Texto completo

      17 págs.

      

    • Public education in the state of São Paulo: complaints and announcements in dialogue with teachers who teach Mathematics

      Fernanda Veloso Saraiva, Glauber Carvalho da Silva, Júlio César Augusto do Valle

      • Resumen
      • Texto completo

      18 págs.

      

    • Using Contemporary Transversal Themes to contextualize the concept and representation of functions in High School

      Rosângela Ferreira Domingues, Clarissa de Assis Olgin

      • Resumen
      • Texto completo

      18 págs.

      

    • The (In)visibility of motherhood in São Paulo curriculum documents: an analysis using the IRaMuTeQ software

      Roberta de Oliveira Barbosa, Deise Aparecida Peralta

      • Resumen
      • Texto completo

      18 págs.

      

  • Artigos

    • Gender, sexuality and Mathematics in the curriculum

      Vanessa Franco Neto, Weverton Ataide Pinheiro, Ricardo Gomes Assunção

      • Resumen
      • Texto completo

      19 págs.

      

    • An analysis of the context of reality in Geometry tasks in New High School textbooks

      Gabriel Amancio Alves, Rúbia Barcelos Amaral, Beatriz Fernanda Litoldo

      • Resumen
      • Texto completo

      19 págs.

      

  • Artigos

    • The context of teacher continuing education in a Federal Institute: a focus on Mathematics

      Thaiana Martins Marques, Claudinei de Camargo Sant'Ana

      • Resumen
      • Texto completo

      19 págs.

      

    • Geometry descriptors with low assertiveness in the 2015 to 2023 editions of the Minas Gerais (Brazil) external assessment

      José Carlos Rodrigues Junior, Gilberto Januario, Felipe de Almeida Costa

      • Resumen
      • Texto completo

      19 págs.

      

    • Between knowing and teaching: obstacles to understanding fractions in teacher education

      Ana Lúcia Braz Dias, Tony Salvatore Sheikhnavassi

      • Resumen
      • Texto completo

      21 págs.

      

    • Fractions, show your true colors

      Nilza Eigenheer Bertoni, Ana Lúcia Braz Dias

      • Resumen
      • Texto completo

      23 págs.

      

  • Artigos

    • Mathematical Education, Curriculum (In)Justice, and the (un)told History of Mathematics

      Flavio Augusto Leite Taveira, Zaqueu Vieira Oliveira, Maria do Carmo de Sousa

      • Resumen
      • Texto completo
      

    • Solution or trap? Integrating courses as the place for Mathematics Education in undergraduate programs

      Carlos Ian Bezerra de Melo, Flavio Augusto Leite Taveira, Eliane Cristovão

      • Resumen
      • Texto completo