Vol. 9 No. 18 (2025): aug.

Paper

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

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

  1-21

  • PDF
  • PDF (Português (Brasil))

• Gender, sexuality and Mathematics in the curriculum

  Vanessa Franco Neto, Weverton Ataide Pinheiro, Ricardo Gomes Assunção

  1-19

  • PDF
  • PDF (Português (Brasil))

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

  Dione Alves de Almeida, Harryson Lessa Junio Gonçalves

  1-15

  • PDF
  • PDF (Português (Brasil))

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

  Gabriel Amancio Alves, Rúbia Barcelos Amaral, Beatriz Fernanda Litoldo

  1-19

  • PDF
  • PDF (Português (Brasil))

• Cryptography: a didactic possibility for teaching matrices

  Bárbara Elisa Kranz, Clarissa de Assis Olgin

  1-16

  • PDF
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• Fractions, show your true colors

  Nilza Eigenheer Bertoni, Ana Lúcia Braz Dias

  1-23

  • PDF
  • PDF (Português (Brasil))

• 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

  1-18

  • PDF
  • PDF (Português (Brasil))

• The approach to finance in High School Mathematics textbooks

  Gabriela Dutra Rodrigues Conrado, Marta Cristina Cezar Pozzobon

  1-17

  • PDF
  • PDF (Português (Brasil))

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

  Joana Inês Novaes, Harryson Junio Lessa Gonçalves

  1-14

  • PDF
  • PDF (Português (Brasil))

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

  Océlio Fernandes Pereira, Clarissa de Assis Olgin

  1-17

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

  Lucas Martini, Elenilton Vieira Godoy

  1-17

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

  Thaiana Martins Marques, Claudinei de Camargo Sant'Ana

  1-19

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

  David Souza Bandeira, Katia Lima

  1-17

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

  Naiara Camargo Gobesso, Rúbia Barcelos Amaral, Beatriz Fernanda Litoldo

  1-17

  • PDF
  • PDF (Português (Brasil))

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

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

  1-15

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

  Júlio César Augusto do Valle, Andressa Rubim

  1-17

  • PDF
  • PDF (Português (Brasil))

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

  Roberta de Oliveira Barbosa, Deise Aparecida Peralta

  1-18

  • PDF
  • PDF (Português (Brasil))

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

  Ana Lúcia Braz Dias, Tony Salvatore Sheikhnavassi

  1-21

  • PDF
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• 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

  1-19

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

  Rosângela Ferreira Domingues, Clarissa de Assis Olgin

  1-18

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