Perspectivas da Educação Matemática

Editorial - Volume 18, número 50 – 2025

Vanessa Neto — 2025-08-31

Semiotic Learning in an Assessment Portfolio of Mathematical Modelling Activities

Priscila de Castro Barros Greca — 2025-08-14

In this paper, we aim to demonstrate how the actions of a teacher and students in a 6th grade elementary school class using an assessment portfolio of mathematical modelling activities can promote semiotic learning. We understand modelling as a didactic-pedagogical alternative and the portfolio as an assessment tool in which the teacher can make written interventions, monitoring the students' progress. We conducted a qualitative, interpretative analysis of the semiotic representation records of the portfolio produced by a group of 6th grade students from a full-time school in Paraná. The responses to the teacher's interventions allowed us to highlight three categories related to semiotic learning: making changes in procedures and organizing data, correcting mistakes and making use of 6th grade content. The results indicated that different components of learning were evidenced and supported semiotic learning in the portfolio produced by the group.

A Oralidade e o Desenvolvimento do Sentido do Número

Marina de Souza Bortolucci — 2025-08-15

This paper is based on a doctoral research by the first author of this article, under the supervision of the second author. The objective of the research was to identify the tasks and pedagogical interventions of the teacher-researcher, based on orality, that favor the development of the sense of number in a class of 1st graders of Elementary School, through the socialization of different strategies used in problem-solving by the students. From the study that achieved this objective, the theoretical references on the development of the sense of number and the importance of orality in the teaching and learning process are presented here. And, in view of this, a brief discussion of what was observed in the development of the tasks with the children of the researched class is carried out. The results reveal the importance of creating intentional moments in the classroom so that the children appropriate the oral genre and expand their repertoires, in order to communicate their problem-solving strategies.

Conceptions and perceptions about the use of the portfolio in mathematics assessment

Daniela Stevanin Hoffmann — 2025-08-06

The text aims to understand the conceptions and perceptions of Mathematics teachers about what is portfolio and its use in the evaluation of their students. The participants of the research are mathematics teachers from the Brazilian Public School System who conducted online continuing education about the portfolio as an assessment instrument in Mathematics. The qualitative methodology of analysis was used, comparing the answers for two questions – about what is portfolio and about its use as an evaluative instrument. Participants were questioned before continuing education, so that it was possible to identify their conceptions and, after completing the course, to identify their perceptions. The results point to modifications between the conceptions and perceptions of the participants that suggest a deepening and a complexification about the concept of portfolio and its use as an evaluative instrument in mathematics.

Statistical Literacy with data from the Olympic Games for students in the Final Years of Elementary School

Paulo Vitor da Silva Santiago — 2025-08-07

The article investigates the use of data from the Olympic Games in the Statistical Literacy of students in the 8th year of Elementary School at the Santa Rita Municipal Education Center, in Maranguape, Ceará. The research, aligned with the BNCC, aimed to promote the understanding of statistical concepts, develop critical and practical skills in organizing and interpreting data, and engaging students through contextualized and collaborative activities. Adopting a qualitative and exploratory approach, the study was structured into five sequential classes, with activities to collect, organize and analyze real data, in addition to creating graphs and tables. Data were collected through participant observation, field diary and questionnaires. The results indicated the effectiveness of the contextualized approach with data from the Olympic Games for the engagement and learning of statistical concepts. Students reported greater confidence in interpreting graphs, and found the use of current themes more interesting.

Dissociação da informação verbal e visual nos livros didáticos de matemática dos anos iniciais

Danieli Yngridi Neves Melo — 2025-08-18

This study aimed to discuss how the didactic strategy of Dual Coding Theory (DCT) has been used in mathematics textbooks for teaching algebraic thinking in the early years of Elementary Education. The theoretical assumptions defended by Paivio, which suggest the combination of verbal and visual representations in a didactic teaching situation to facilitate student learning, were taken as a basis. With a qualitative approach, we sought to employ documentary analysis of two mathematics textbooks from the 5th grade currently adopted in the school network of Belém/PA, one from a public school and the other from a private school. After the collection and selection of content and tasks, the data were analyzed. The results indicate that the DCT approach, in the data considered, is a valid strategy for teaching algebraic thinking in the early years; however, it is used in a decontextualized manner and without association between verbal and non-verbal domains. It is suggested that public policies promoting the development of textbooks or the initial and continuing training of teachers consider DCT in their approaches, aiming to properly implement images in a close relationship with the content and tasks, in an inseparable manner.

What does research show on teacher training for teaching Mathematics in Early Childhood Education?

Adrielly Lemos Corrêa — 2025-08-18

The objective of the article is to present what research shows on teacher training for teaching Mathematics in Early Childhood Education. Methodologically, the approach was qualitative, focusing on mapping dissertations from 2018 to 2022 in two databases. 24 studies were selected, which were organized into a theoretical map. In the analysis, there was a distribution of research by regions and year, highlighting the main theoretical contributions and the distribution of work by axes, which were: mathematical knowledge, pedagogical resources, contributions to teaching and interdisciplinary knowledge. The main results highlight the year 2020 and the Southeast region with the largest amount of research; Antônio Nóvoa, Francisco Imbernón and Sérgio Lorenzato, the main authors used. Furthermore, the need for continued training for teachers who teach Mathematics in Early Childhood Education was highlighted.

PROMOTING CONCEPTUAL DEVELOPMENT IN PROSPECTIVE MATHEMATICS TEACHER ONLINE COURSE

Marcelo Bairral — 2025-08-18

The design and the implementation of interactive assessment and learning improvement practices is a challenge for online environments. The Covid-19 pandemic highlighted this complexity and difficulty, even for researchers. This paper illustrates part of an assessment process provided in an online environment with prospective mathematics teachers implemented during the pandemic time. The assessment instrument is called conceptual development. The experience integrates a research project concerning interactions, instruction and, learning in virtual learning environment with prospective mathematics teachers. The study addresses issues on online classroom-based assessment suggesting a self-evaluation instrument which can promote sharing ideas, autonomy, and conceptual analysis. The tool also tries to overcome the moment of searching online information to promote analytical reflection and learning on the meta-level

BNCC, o que você quer de mim? ou como a formação docente pode colocar um guizo na matemática da BNCC

Margareth Sacramento Rotondo — 2025-08-18

The work starts from the question BNCC, what do you want from me? and from the book Fugindo das garras do gato (Escaping the Claws of the Cat) to problematize events in an extension course offered to mathematics teachers. The question encourages us to think about how a curricular public policy – particularly the BNCC, with its normative and mandatory character – produces ways of thinking and existing that cater to neoliberal demands, like the claws of a cat. We question the intentions of this document, asking about the forces and the wills it brings into play when discussing conceptions, competencies, skills, and objects of knowledge for teaching mathematics in Elementary School. Putting a bell on the cat: starting from the presentation of mathematics as a curricular component, we unravel hidden threads in the unsaid or in the subtlety of gregarious desires, ultimately displacing fixed meanings, producing multiplicities that speak other languages and other mathematics, and always evading the risk of a life subjected by breaking away from the desires of efficiency and effectiveness discourses.

O ensino da Função Afim: uma intervenção metodológica abordando o Ensino-Aprendizagem-Avaliação através da Resolução de Problemas no 1.º ano do Ensino Médio

Edson Souza — 2025-08-18

This article aimed to analyze the contributions of Teaching-Learning-Assessment through Problem Solving in a 1st year High School class. The research was carried out specifically in the context of teaching Related Function in a State School located in the city of Nova Andradina - MS. To carry out this qualitative work, a Descriptive Report (DR) was used as a tool to record the participation and progress of students during the pedagogical intervention. The stages of Problem Solving, as proposed by Onuchic and Allevato (2011), were adapted to four different moments. The results obtained indicated that student autonomy was significantly stimulated through active participation in the formulation and resolution of problems. A dependence of students on the teacher was also observed when traditional methodologies were used. The methodology based on Problem Solving, on the other hand, promoted greater interaction among students, facilitating discussions that stimulated argumentation, creativity and logical reasoning. This collaborative environment contributed to the construction of fundamental mathematical concepts in a broad and meaningful way, reflecting a more in-depth and contextualized learning experience. A relevant point identified in the research was the difference in the argumentation between students who had already had contact with the Problem Solving methodology compared to those who had not. Those who had already had contact with the methodology demonstrated a more consistent mastery of mathematical concepts, in addition to a superior ability to articulate their ideas and defend their reasoning.

Diálogos entre a Pesquisa Narrativa e a Análise Textual Discursiva:

Antonia Lilia Antonia Lilia — 2025-08-06

The aim of this study is to analyze the formative narratives that express the feelings and experiences lived as contributions to teacher training. This is a qualitative study, as the research is narrative, carried out between March and June 2024. The research participants are two mathematics teachers undergoing doctoral training. The instruments for constructing and analyzing the data are the interviews and the letters provided by the research participants. The letters and interviews were analyzed according to the three-dimensional space, which involves four directions: introspective, extrospective, retrospective and prospective. Discursive textual analysis was also used on the textual corpus according to the following stages: unitarization, categorization and metatext. As a result, we found that in addition to the experiences of introspective, extrospective, retrospective and prospective reflection on “becoming a teacher” in the training context, the contributions to the improvement of teaching practice are revealed in the development of the human being in its multiple dimensions.

The Possibility of Direct Relationships between the Human Being and the Thought, in Mathematics (and in Classes of Subjects of Courses for Undergraduate of the Mathematics Teachers), in Accordance with Complexity Theory

Lênio Fernandes Levy — 2025-08-15

The research described in these pages is/was theoretical in nature and focused on the subjects “Man, Language (Mediation) and Thinking”. Specifically, “Man, Mathematical Language (ML or Mediating Element / ME) and Mathematical Thinking” were investigated. For this, we used the Philosophy of the Complexity (by Edgar Morin). Emphasis was placed on the “Dialogical, Recursive and Hologrammatic” Complex Principles. We sought to study the possibility of links between Man (A) and Mathematical Thinking (B) without the existence of the intermediation provided by Mathematical Language (ML). In this sense, the pairs that make up the set “A ó ME ó B” were examined, that is, the following subsets were researched: “A ó ME”; “ME ó B”; “A ó B”. The pairs, primarily “A ó B”, were analyzed from the angle of the three Morinian “complex principles”. It was concluded that, in theory, there can be immediate links (that is, without the action of ML – Mathematical Language), in such a way that the viability of the pair “A ó B” (Man ó Mathematical Thinking) was evidenced, as much as it is and was always viable the structure “A ó ME (ML) ó B” (Man ó Mathematical Language ó Mathematical Thinking). The main objective of the investigation was the elaboration of arguments that could integrate conversations, between trainers and students of Degrees in Mathematics, (conversations) with an impact on the constitutions of the identities of members of both (trainers and students of Degrees) groups.

Etnomatemática Direcionada ao Ensino de Estudantes com Paralisia Cerebral

Fabricia Souza Nazário — 2025-08-06

This article addresses the issue of Cerebral Palsy and the different ways of mathematizing. The
objective is to reflect and discuss, from an Ethnomathematic approach, the ways of mathematizing,
the different strategies used by students with Cerebral Palsy and the recognition of these ways by the
teacher. This is a theoretical essay that discusses and articulates the different perspectives of authors
considered pillars in some of the themes: inclusion; Cerebral Palsy; diversity; equity; alterity;
Ethnomathematics. The confluences show that there are different forms of communication in
Mathematics and that some of them should be used more by students with Cerebral Palsy, since
mathematical writing is not accessible to everyone. In this sense, an Ethnomathematics approach is
suitable for bringing to light and valuing the different strategies created by students who have motor
limitations, favoring Humanistic Mathematics. Ethnomathematics, through the counter-conduct
movement, challenges some of the structural bases of the academic field of Mathematics, and inspires
the need to rethink the ways of teaching and learning, resizing the established educational perspective
and associating itself with the emergence of more inclusive schools. It is articulated throughout the
text, including the differences between integration and inclusion, pointing out that it is not enough to
just integrate the student into the school institution, for inclusion to effectively occur, the school needs
to adapt to receive the student, proposing actions aimed at improvements of accessibility, breaking
ableist paradigms, achieving equal opportunities for all, respecting the equity process, consequently
promoting cultural and social otherness.

A Construção de Telhados e suas Relações com a Semelhança de Triângulos: Um Estudo Sob a Ótica da Etnomatemática

Gilberto Gonçalves de Sousa — 2025-08-14

Este artigo tem como objetivo explorar os métodos e técnicas usados na construção das empenas de telhados de casas de alvenaria, relacionando tais conhecimentos com a semelhança de triângulos ensinada nos anos finais do ensino fundamental. A pesquisa está fundamentada na tendência em Educação Matemática denominada Etnomatemática. A metodologia tem abordagem qualitativa. Quanto ao método, trata-se de um estudo de caso com uso de entrevistas semiestruturadas. Destaca-se: o ensino de matemática dinâmico e contextualizado, a valorização do meio social dos alunos e sua formação como cidadãos críticos e reflexivos. Inicialmente discutiremos sobre o ensino de matemática atual, a profissão dos pedreiros e o ensino de semelhança de triângulos. Por conseguinte, dialogaremos sobre os resultados obtidos na pesquisa e suas implicações no ensino de matemática em sala de aula. Assim, caminhando para o encerramento nas considerações finais.

Uma discussão de Medidas Estatísticas a partir de Questões Socioeconômicas em uma intervenção no Programa Residência Pedagógica

Jônatas Nunes Pereira Eleutério — 2025-08-15

This work was carried out as part of the Pedagogical Residency Program of a Mathematics Degree Centre to reflect on an intervention based on discussions about arithmetic mean and weighted arithmetic mean in everyday situations. The intervention involved questions related to the Human Development Index (HDI) and income. Development Index (HDI) and average per capita income based on GDP, as well as carrying out discussions in an investigative and in an investigative and dialogical process based on the concepts of Skovsmose and conceptions of Skovsmose and Freire, bringing the context of the classroom closer to the socio-economic reality of each family. The data presented allow us to the results of the action as a significant process of appropriation of the mathematical knowledge studied and the process of appropriation of the mathematical knowledge studied and the discussions presented, visualizing the global perception of the understanding of economic and social processes in a social process in an investigation mediated by different financial situations.

What mathematics happens in a Math Workshop? Affective cartographies in workshops with children

Debora Wagner — 2025-08-08

In this article, we outline affective cartographies in workshops held with children who participate in a School Support Center, a multidisciplinary space aimed at students with difficulties at school, and in an extension project, entitled XXXX. The activities developed between the years 2022 and 2024 took place in the form of workshops, in a kind of composition plan with mathematics, amidst a cartographic and formative process. The workshops were created and executed by undergraduate students in Mathematics at the Federal University XXXX, Brazil. The process involved in this work forms a set of knowledge, experiences and sensibilities that, when thinking about how mathematics happens in this space and under these conditions, are placed in investigation mode. In this article, we intend to present some of the workshops carried out, outlining the meanings and feelings fostered and experienced by undergraduate students, school children, researchers and coordinators.