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• Mathematical Learning Assessment Instruments: contributions and convergences of an integrative review

  Claúdio Lopes de Freitas , Elizabeth Cardoso Gerhardt Manfredo , Débora Alfaia da Cunha

  DOI: https://doi.org/10.33532/revemop.e202205

  3536 2308

• Attitudes about Mathematics: perceptions of Pedagogy students about professional choice and teaching-learning

  Flaviane Carla da Silva , Giovana Pereira Sander , Nelson Antonio Pirola

  DOI: https://doi.org/10.33532/revemop.e202325

  673 275

• Modeling in mathematics education and family financial education: integration to develop critical sense

  Daiana Katiúscia Santos Corradi , Elizângela de Fátima Rodrigues , Juanice dos Santos Rosário , Dionísio Burak

  DOI: https://doi.org/10.33532/revemop.e2025018

  151 140

• Investigating problem-solving strategies from the additive field

  Julia Macedo de Oliveira Morioka , Rogério Marques Ribeiro

  DOI: https://doi.org/10.33532/revemop.e202228

  411 466

• Inserting the Content of Quantities and Measures in Elementary School: a State of Knowledge

  Jordana Vahl Bohrer , Rafael Montoito , Aline Vieira da Cunha

  DOI: https://doi.org/10.33532/revemop.e202306

  1081 1359

• Evidence of teacher learning in the initial years of elementary school based on the Lesson Study methodology

  Edda Curi , Suzete Souza Borelli

  DOI: https://doi.org/10.33532/revemop.v1n1a3

  893 493

• Cultural artefacts as a metaphor to communicate mathematical ideas

  Jaya Bishnu Pradhan

  DOI: https://doi.org/10.33532/revemop.e202015a

  1190 583

• Feedback as a powerful tool for mathematical learning: a meta-analysis of Portuguese studies

  Leonor Santos

  DOI: https://doi.org/10.33532/revemop.e202210

  7318 783

• The use of indigenous games in the teaching and learning of Mathematics

  Mogege Mosimege

  DOI: https://doi.org/10.33532/revemop.e202009

  1686 1085

• Decolonizing Local Mathematical Knowledge and Practices: Decolonial Actions of Ethnomathematics

  Milton Rosa , Daniel Clark Orey

  DOI: https://doi.org/10.33532/revemop.e2024013

  642 513

• Teaching mathematics with the use of literature for children- a transdisciplinary proposal

  Letícia de Azevêdo Medeiros , Ilane Ferreira Cavalcante , Alyssandra Viana Fonseca

  DOI: https://doi.org/10.33532/revemop.e2024030

  537 250

• Dialogues between art and geometry through the works of Rubem Valentim

  Ramaira Jacira Fagundes Ramos , Christine Sertã Costa

  DOI: https://doi.org/10.33532/revemop.e2024015

  473 479

• A study about the education of mathematics teachers in public schools in the region of Formiga (MG)

  Edio da Costa Junior , Hortência Aparecida Ribeiro , Letícia Lauana de Jesus Soares , Chrisley Bruno Ribeiro Camargos

  DOI: https://doi.org/10.33532/revemop.e2024005

  550 292

• Games and plays in the teaching of mathematics: analysis of a book of PNLD 2022

  Kemilly Layane da Silva , Edvonete Souza de Alencar

  DOI: https://doi.org/10.33532/revemop.e202324

  1034 376

• Possibilities in teaching planning to make mathematical knowledge accessible to students with autism spectrum disorder

  Sofia Seixas Takinaga , Ana Lúcia Manrique

  DOI: https://doi.org/10.33532/revemop.e2024002

  461 528

• Changes in students' relationship with mathematics: a look at pandemic and full-time developments

  Pedro de Oliveira Ribeiro Penna , André Augusto Deodato

  DOI: https://doi.org/10.33532/revemop.e202313

  378 299

• The manipulable trigonometric circle in the teaching and learning of trigonometric ratios of special angles

  Hamiro Berta Miambo , Paulo Diniz Bene

  DOI: https://doi.org/10.33532/revemop.e202320

  550 797

• A tour of the Mathematics Olympics: from the origin to the current scenarios in the world and in Brazil

  Carlos Roberto Torrente , Frederico da Silva Reis

  DOI: https://doi.org/10.33532/revemop.e202301

  1661 1414

• School evaluation: resignifying the error through formative feedbacks

  Felipe Olavo Silva , Lilian Nasser

  DOI: https://doi.org/10.33532/revemop.e202214

  1169 762

• Teaching conceptions about evaluation in Mathematics - values and instruments that make up teaching practice

  Daniel Lima , Lilian Nasser

  DOI: https://doi.org/10.33532/revemop.e202206

  725 479