Vol 17 No 46 (2024): Perspectivas da Educação Matemática - Volume 17, número 46 – 2024

Published: 2024-09-06

Expediente e Editorial - Volume 17, número 46 – 2024
- PDF (Português (Brasil))
DOI : https://doi.org/10.46312/pem.v17i46.21891

The Mathematics Textbook as a Mechanism for In/Exclusion of Persons With Disabilities

Cíntia da Silva Mascarin , José Wilson dos Santos

1-20
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DOI : https://doi.org/10.46312/pem.v17i46.19962
Aspectos da formação parcelada de professores leigos que ensinavam Matemática no interior do Mato Grosso do Sul nos anos 90

Kátia Guerchi Gonzales, Antonio Vicente Marafioti Garnica

1-20
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DOI : https://doi.org/10.46312/pem.v17i46.20258
The process of pedagogical imagination from the perspective of inclusive education: influences on the initial training of Mathematics teachers

Vanessa de Paula Cintra, Jessica Costa Lopes

1-23
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DOI : https://doi.org/10.46312/pem.v17i46.19730
Use of Cluster Analysis in Diagnostic Evaluation for Mapping School Delay

Juliana Costa do Nascimento, Pedro Carvalho Brom, Bruno Marx de Aquino Braga

26
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DOI : https://doi.org/10.46312/pem.v17i46.18155
A Training research in evidence An analysis based on (auto)biographical narratives of seven future mathematics teachers

Cícero Nachtigall, Maria Helena Menna Barreto Abrahão

22
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DOI : https://doi.org/10.46312/pem.v17i46.19984
Between pretexts and contexts: a brief history of OBMEP

Andressa Felisberto de Oliveira, Moysés Gonçalves Siqueira Filho
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DOI : https://doi.org/10.46312/pem.v17i46.20267
Mathematical Knowledge Evidenced by Basic Education Teachers Through Exploratory Teaching

Vanessa Garcia Shiinoki, Zenaide de Fátima Dante Correia Rocha, Marília Meletti de Abreu Probst

1-19
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DOI : https://doi.org/10.46312/pem.v17i46.19672
Knowledge developed by Brazilian teachers from a collaborative training in statistics

Marcio, Juscileide, Cleide

1-21
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DOI : https://doi.org/10.46312/pem.v17i46.19662
REFLEXÕES SOBRE OS SABERES DOCENTES INERENTES À FORMAÇÃO DO PROFESSOR DE MATEMÁTICA

Alex Ribeiro Batista, Érika Aparecida Navarro Rodrigues , Lucas Eduardo Silva de Oliveira

1-17
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DOI : https://doi.org/10.46312/pem.v17i46.19700
Envisioning mathematical modeling practices in the Basic Education an analysis of the abductive reasoning of teachers in continuing education

Karina Alessandra Pessoa da Silva

1-21
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DOI : https://doi.org/10.46312/pem.v17i46.20064