Vol. 25 No. 59 (2024): Formação de professores que ensinam matemática: práticas e perspectivas

Published: 2024-12-19

Editorial

• Editorial

  Lourival José Martins Filho

  01-03

  • pdf (Português (Brasil))

Apresentação

• Apresentação

  Vanessa Dias Moretti, Fabiana Fiorezi de Marco

  04 - 09

  • pdf (Português (Brasil))

Dossiê

• Collectivity in a training activity with teachers who teach mathematics in the early years

  Neusa Maria Marques de Souza, Ana Paula Gladcheff, Anelisa Kisielewski Esteves

  10 - 38

  • pdf (Português (Brasil))

• Is it possible to have a mathematics club dedicated to teacher education?

  Anemari Roesler Luersen Vieira Lopes, Wellington Lima Cedro

  39 - 66

  • pdf (Português (Brasil))

• Knowledge mobilized by future teachers when preparing proposals with manipulative materials and games for teaching mathematics from an inclusive perspective

  Jean Carlos Lemes, Eliane Matesco Cristovão, João Ricardo Neves da Silva

  67 - 95

  • pdf (Português (Brasil))

• Knowledge of future mathematics teachers in the Degree in Rural Education: the role of Pedagogical Imagination in the Supervised Internship

  Fernando Luís Pereira Fernandes, Luzia de Fatima Barbosa Fernandes

  127 - 150

  • pdf (Português (Brasil))

• The Pedagogical Residency as a biopower device: experiences of student-resident subjects in the Mathematics subproject

  Flávia Cristina de Macêdo Santana, Tailane de Jesus Santana

  151 - 184

  • pdf (Português (Brasil))

• Contributions of Historical-Cultural Theory to the training of teachers who teach mathematics in Brazil: a study based on SIPEM

  Vanessa Dias Moretti, Fabiana Fiorezi de Marco

  185 - 208

  • pdf (Português (Brasil))

• Communitarian ethics and its coexistence with other ethics in an initial mathematics teacher education activity

  Rafael Enrique Gutiérrez-Araujo, Juan Luis Prieto-González, Adriana Lasprilla-Herrera

  209 - 238

  • pdf (Português (Brasil))

• Communitarian ethics and its coexistence with other ethics in an initial mathematics teacher education activity

  Rafael Enrique Gutiérrez-Araujo, Juan Luis Prieto-González, Adriana Lasprilla-Herrera

  239 - 267

  • pdf (Português (Brasil))

Entrevista

• Entrevista com Vinício de Macedo Santos

  Júlio César Augusto do Valle , Marisol Vieira Melo

  268 - 298

  • pdf (Português (Brasil))

Artigo

• The social representations about sustainable the practices in Physical Education in the context of the olympic educational gymnasium of the municipality of Rio de Janeiro

  Carla Elaine Alves Ferreira, Felipe da Silva Triani

  299 - 323

  • pdf (Português (Brasil))

• Challenge of Teaching the Thematic Unit of Sports in School Physical Education in the Context of the Curriculum Base of the Territory of Santa Catarina

  Henrique de Souza Laureano, Eduard Angelo Bendrath

  324 - 354

  • pdf (Português (Brasil))

• Safe school: perspectives and proposals

  Willer Moravia, Maria Eduarda da Cunha Silva

  355 - 378

  • pdf (Português (Brasil))

• Interfaces of Special Education in scientific production in the field of Education (2019–2023)

  Paulo Roberto Dalla Valle, Elton Luiz Nardi

  379 - 410

  • pdf (Português (Brasil))

• Reading and writing in the early years of primary school: what do the children say?

  Thaís Monteiro Ciardella, Cláudia Valentina Assumpção Galian, Émerson de Pietri

  411 - 441

  • pdf (Português (Brasil))

• Mapping knowledge in rural education in postgraduate programs at the Federal University of Piauí from 2017 to 2022

  Marli Clementino Gonçalves, Helante Amorim Nogueira, Gésica Mayara Souza Sobral

  442 - 465

  • pdf (Português (Brasil))

Resenha

• 

  Resenha do livro “Teoria da Objetivação: uma perspectiva vygotskiana sobre conhecer e vir a ser no ensino e aprendizagem da matemática”

  Iraji de Oliveira Romeiro, Lidiane Chaves Zeferino

  466 - 472

  • pdf (Português (Brasil))
• 

  Resenha do livro “Oboré: Quando a terra fala”

  Jefferson Virgílio

  473 - 479

  • pdf (Português (Brasil))