Vol 14 No 35 (2021): Perspectivas da Educação Matemática | Perspectivas da Educação Matemática

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Published: 2021-08-17

Expediente e Editorial - Volume 14, número 35 – 2021

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DOI : https://doi.org/10.46312/pem.v14i35.13768
Editorial Seção Temática: Problematizações de Formações Matemáticas na Licenciatura em Matemática (ou: Uma nota; por problematizações como janelas)

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DOI : https://doi.org/10.46312/pem.v14i35.13769

Paulo Freire and Mathematical Education: Inspirations and Synergies with Mathematical Modeling

Ana Paula dos Santos Malheiros, Régis Forner, Lahis Braga Souza

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DOI : https://doi.org/10.46312/pem.v14i35.13155

Licensing Mathematics Students: Intertwining Desire and Research Pre-ProjectLicensing Mathematics Students: Intertwining Desire and Research Pre-Project

Simone Moura Queiroz

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DOI : https://doi.org/10.46312/pem.v14i35.9965
Dialogues between the Teaching of Probability and Statistics and Inclusive Education in Brazilian research

Gleidson Santos Correia, Irene Mauricio Cazorla

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DOI : https://doi.org/10.46312/pem.v14i35.12549
Facebook as a Work Alternative in the Continuing Education of Teachers Teaching Mathematics

Klinger Teodoro Ciríaco, Danielle Abreu Silva, Mariany Fonseca Garcia

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DOI : https://doi.org/10.46312/pem.v14i35.12757
Digital Technologies and Subitizing Practices: Perspectives in K-12

Wagner da Silveira Marques

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DOI : https://doi.org/10.46312/pem.v14i35.11502
The Curricular Modifications of the Mathematics Course of the State University of Maringá, 1971-1996

Suélen Rita Andrade Machado, Lucieli Maria Trivizoli

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DOI : https://doi.org/10.46312/pem.v14i35.10899
Transcription in Phenomenological Analysis: A Look at Work with Dynamic Geometry

José Milton Lopes Pinheiro

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DOI : https://doi.org/10.46312/pem.v14i35.10269
Possibilities of Dialogue between Physical Education and Mathematics through the Development of a Mathematical Modelling Practice

Ticiano Azevedo Bastos, Milton Rosa

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DOI : https://doi.org/10.46312/pem.v14i35.12433
Pedagogia Freiriana e Educação Matemática: Diálogo, Tolerância e Inclusão

Amanda Queiroz Moura

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DOI : https://doi.org/10.46312/pem.v14i35.12745
Citizenship Notions in Mathematics Textbooks to Countryside Primary School in Brazil

Vanessa Franco Neto, Angela Guida

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DOI : https://doi.org/10.46312/pem.v14i35.12357
Interpretations of characteristics of Mathematical Modeling present in the literature from the dimensions of the relationship to knowledge

Caio Juvanelli, Wellington Hermann, Valdete dos Santos Coqueiro, Marinez Meneghello Passos

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DOI : https://doi.org/10.46312/pem.v14i35.13060
Aperfeiçoamento da Engenharia Didático-Informática com Contribuições da Metodologia de Desenvolvimento do Software Modellus

Ricardo Tiburcio, Franck Bellemain

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DOI : https://doi.org/10.46312/pem.v14i35.12504
Analysis of Situations About Algebra in Textbooks of the Elementary School

João Alberto da Silva, Luana Leal Alves, Rafael Penha Andrade

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DOI : https://doi.org/10.46312/pem.v14i35.12075
Interpretation of the teaching of fractions in GRUEMA books

Relicler Pardim Gouveia

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DOI : https://doi.org/10.46312/pem.v14i35.11152
Socio-scientific Issues as Contexts in Mathematics Textbooks for Elementary Education

José Roberto da Rocha Bernardo, Bruno Alves Dassie

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DOI : https://doi.org/10.46312/pem.v14i35.12128

Into the "tropos" of Mathematics Teacher Training

Filipe Santos Fernandes

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DOI : https://doi.org/10.46312/pem.v14i35.13387
Mathematics Teacher Education and demands of school teaching practice: the case of Algebra

Juliano Pereira da Silva, Plinio Cavalcanti Moreira

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DOI : https://doi.org/10.46312/pem.v14i35.13258
Legitimidades para a Disciplina de Cálculo na Licenciatura em Matemática

Laís Cristina Viel Gereti, Angela Marta Pereira das Dores Savioli

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DOI : https://doi.org/10.46312/pem.v14i35.13386
The Mathematics of Mathematics Teacher Education: from Historically Dominant Conceptions to Current Alternative Possibilities

Plinio Cavalcanti Moreira, Ana Cristina Ferreira

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DOI : https://doi.org/10.46312/pem.v14i35.13262
For a Mathematics Teacher Education Guided by Teaching Practice in Basic Education

Henrique Rizek Elias

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DOI : https://doi.org/10.46312/pem.v14i35.13234
Sharpening the Focus on Mathematics: Designing, Implementing and Evaluating MathTASK Activities for Mathematics Teacher Education

Irene Biza, Lina Kayali, Bruna Moustapha-Corrêa, Elena Nardi, Athina Thoma

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DOI : https://doi.org/10.46312/pem.v14i35.13407
Conceptualizaing Tasks for Teacher Education Aimed at Developing the Specificities of Interpretative and Specialized Teachers’ knowledege

Miguel Ribeiro, Alessandra Almeida, Maria Mellone

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DOI : https://doi.org/10.46312/pem.v14i35.13263
For a Problematized Mathematics: The Orders of (Re)Invention

Victor Giraldo, Tatiana Roque

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DOI : https://doi.org/10.46312/pem.v14i35.13409
What makes a mathematics worth taking place in the curriculum of the Mathematics teacher's graduation?

Sônia Maria Clareto, Margareth Aparecida Sacramento Rotondo

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DOI : https://doi.org/10.46312/pem.v14i35.13412
Mathematics teacher education actions and the movement to build their Professional Identity

Márcia Cristina Costa Trindade Cyrino

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DOI : https://doi.org/10.46312/pem.v14i35.13408
Deconstructing Taboos in the Mathematical Preparation of Mathematics Teachers

Viviane Cristina Almada de Oliveira , Patrícia Rosana Linardi, João Ricardo Viola dos Santos

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DOI : https://doi.org/10.46312/pem.v14i35.13672