Vol. 14 No. 34 (2021): Perspectivas da Educação Matemática

• Expediente e Editorial - Volume 14, número 34 – 2021

  1-11

  • PDF (Portuguese)

Autores Convidados

• Research methodology in Mathematics Education: on ethics and policies that allow to include new subjects, new scenarios and new knowledge in our field

  Filipe Santos Fernandes, Antonio Vicente Marafioti Garnica

  1-16

  • PDF (Portuguese)

Artigos (fluxo contínuo)

• Gamifying the Teaching Methodology of Singapore Mathematics in Elementar School

  Germano Bruno Afonso, Melissa Samanta Holetz

  1-22

  • PDF (Portuguese)

• Strategies and Conjectures Used by a Group of Elementary School Teachers in Exploratory-Investigative Algebra Activities

  Márcia Jussara Hepp Rehfeldt, Ieda Maria Giongo, Marli Teresinha Quartieri, Sabrina Crisostomo da Silva, Daniele Nervis, Camila Bassegio Graff

  1-16

  • PDF (Portuguese)
  • PDF

• The Need to Represent and Coordinate Registers of Semiotic Representation for Mathematical Learning in Primary Education: What does BNCC tell us?

  Selma Felisbino Hillesheim, Daiana Zanelato dos Anjos, Juares da Silva Thiesen

  1-20

  • PDF (Portuguese)

• Teacher Formation and the Knowledge (Re)constructed from the Narratives of Science and Mathematics Teachers in Continuing Education

  Rafael Marques Dos Santos, Sandra Maria Wirzbicki, Danusa de Lara Bonotto

  1-23

  • PDF (Portuguese)
  • PDF

• Teaching Logarithms: a Diagnosis of Appropriation of the Concept Discussed in the Light of Historical-Cultural Theory

  Djalma Gonçalves Pereira, Marilene Ribeiro Resende

  1-21

  • PDF (Portuguese)

• Analysis and Classification of Errors Made by Differential Calculus Students in Relation to the Concept the Derivative

  Andres David Pinto Hurtado

  1-20

  • PDF (Spanish)

• Circle Area in Primary Education School Books: an Overview from the Figural Apprehension

  Priscila Arcego, Juliana Gabriele Kiefer, Rita de Cássia Pistóia Mariani

  1-22

  • PDF (Portuguese)

• Aspects, Concepts and Conceptions of Teacher Education in the Context of PIBID of Mathematics of the Fluminense Federal University: the Look of Area Cordinators

  Fabiano dos Santos Souza, Cileda de Queiroz e Silva Coutinho

  1-20

  • PDF (Portuguese)

• Practical as a Curricular Component Activities in the Mathematics Degree from the Perspective of Teacher Educators and Teachers Beginning in Basic Education

  Lucas Diego Antunes Barbosa, Barbara Lutaif Bianchini

  1-21

  • PDF (Portuguese)

Estudos na Formação Inicial e Continuada de Professores de Matemática

• Research in Mathematical Education: a History, Art and Ethnomathematics under Analysis

  Alcione Marques Fernandes, Fredy Enrique González, Berlane Silva Martins

  1-20

  • PDF (Portuguese)

• A Need for a Change in Mathematics Teachers' Education: Discussing Tasks for Developing Interpretive Knowledge portugues

  Miguel Ribeiro, Gabriela Gibim, Carla Alves

  1-24

  • PDF (Portuguese)

• Lesson Study and Didactical Engineering for Teacher Education and Professional Development of Math Teachers

  Aluska Dias Ramos de Macedo, Paula Moreira Baltar Bellemain

  1-18

  • PDF (Portuguese)

• The Construction of Professional Subjectivities in Pre-Service Mathematics Teachers Education: affirming decolonial stances against discourses of subalternization of the teaching profession

  Victor Giraldo, Diego Matos, Wellerson Quintaneiro

  1-27

  • PDF (Portuguese)

• Critical and Creative Thinking in Mathematics: an Approach Based on Closed and Open-ended Problems

  Mateus Gianni Fonseca, Cleyton Hércules Gontijo

  1-18

  • PDF (Portuguese)

• Formative Experiences in the Mathematics Degree

  Eliane Matesco Cristovão, Jhone Caldeira Silva, Marli Duffles Donato Moreira

  1-22

  • PDF (Portuguese)

• Lesson Study: Contributions to Teacher Training that Teach Mathematics

  Edda Curi

  1-19

  • PDF (Portuguese)

• History of Geometry Teaching and Teacher Training: Some Reflections

  Maria Célia Leme da Silva

  1-17

  • PDF (Portuguese)

• Autobiographical Narratives in a Supervised Internship Experience: Observations of a Supervising Teacher and an intern on the development and application of an active Teaching Methodology (CRIE)

  Ulisses Dias da Silva, Lucas Machado O’Neill

  1-19

  • PDF (Portuguese)

• Lesson Study in Matematics: Means, Aims and Obstacles

  Carl Winsløw

  1-11

  • PDF

• An Activity Proposal with Automatic Feedbacks in GeoGebra

  Jorge Cássio Costa Nóbriga, Sérgio Carrazedo Dantas

  1-21

  • PDF (Portuguese)

• Dialogic Learning as an Alternative Approach for Mathematics Classrooms

  Raquel Carneiro Dörr

  1-17

  • PDF

• Learning of Prospective Mathematics Teachers in a Supervised Curricular Internship in a Lesson Study Process

  Regina da Silva Pina Neves, Dario Fiorentini

  1-30

  • PDF (Portuguese)

• A Comparative Study on the Impressions of Students of Licenses in Remote Education in Two Public Universities

  Maria Dalvirene Braga, Josinalva Estacio Menezes, Rui Seimetz, Poliana Maria da Silva, Samara Araújo da Silva

  1-19

  • PDF (Portuguese)