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• ChatGPT as a support tool in the teaching of Mathematics

  Renan Pereira Santos , Claudinei de Camargo Sant'Ana , Irani Parolin Sant'Ana

  DOI: https://doi.org/10.33532/revemop.e202303

  8626 5672

• Didactic-Pedagogical Approach to Mathematical Modeling: Potentialities and Difficulties in a 7th-Grade Class of Elementary

  Janaína Milagres Martins , Neuber Silva Ferreira

  DOI: https://doi.org/10.33532/revemop.e2025021

  181 157

• The spaces of Financial Education in Mathematics teacher education in a federal institution of São Paulo

  Ana Karina Cancian Baroni , Marcus Vinícius Maltempi

  DOI: https://doi.org/10.33532/revemop.v1n2a5

  1145 649

• 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

• Research groups in the history of Mathematics: collective thinking in communities of practice

  Iran Abreu Mendes

  DOI: https://doi.org/10.33532/revemop.e202314

  413 269

• Teaching Mathematics through Problem Posing: four practices for handling students’ posed problems

  Yue Ma , Jinfa Cai

  DOI: https://doi.org/10.33532/revemop.e2024009

  923 598

• Python Programming and Mathematical Animations in Preservice Mathematics Teacher Education

  Luis Andrés Castillo , Ivonne C. Sánchez

  DOI: https://doi.org/10.33532/revemop.e2025024

  187 150

• Beyond the undoubted and the algorithms: the philosophy of humanistic mathematics in initial teacher training

  Gedeilson Santos Reis , Leidiane Nunes Lopes , Jossara Bazílio de Souza Bicalho

  DOI: https://doi.org/10.33532/revemop.e2025014

  242 279

• Differential and Integral Calculus in an undergraduate course in mathematics: contributions of problem solving and written production analysis

  Luciana Ávila Rodrigues , Regina da Silva Pina Neves , Raquel Carneiro Dörr

  DOI: https://doi.org/10.33532/revemop.e202326

  596 300

• Mathematics Education Subjects: what are the implications for teacher training and practice?

  Clara Nicoly Antunes Niza , Shirley Patrícia Nogueira de Castro e Almeida , Saulo Macedo de Oliveira

  DOI: https://doi.org/10.33532/revemop.e2026002

  220 282

• 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

• The state of knowledge of research on Mathematics curricula for the Initial Years of Elementary School in the Northeast Region

  Shirley Conceição Silva da Costa , Edda Curi

  DOI: https://doi.org/10.33532/revemop.e202227

  491 338

• Young adult literature in mathematics teaching: some infinities are bigger than other infinities?

  Flávia Clemente Marques , Janete Bolite Frant

  DOI: https://doi.org/10.33532/revemop.e2024043

  412 163

• Teaching knowledge and Partial Progression in Mathematics: what happens when Mathematics teachers are invited to reflect on the thematic unit Numbers?

  Ricardo Alexandre de Figueiredo , Ana Cristina Ferreira

  DOI: https://doi.org/10.33532/revemop.e2024048

  235 220

• Preservice Mathematics teachers elaborating tasks in the Mathematics Club

  Cezar Augusto Ferreira , Maria Marta da Silva , Wellington Lima Cedro

  DOI: https://doi.org/10.33532/revemop.e202121

  995 574

• Notes on the absences of the National Common Curricular Base of Mathematics

  Júlio César Valle

  DOI: https://doi.org/10.33532/revemop.e202122

  1080 937

• The Kalah game from the perspective of Ethnomathematics: a proposal for decolonized teaching

  Amanda Vitória Aroucha Dutra , Domício Magalhães Maciel

  DOI: https://doi.org/10.33532/revemop.e2024019

  711 395

• A literature review on the attractiveness of the teaching career in the mathematics teaching degree and other degrees

  Maximiliano Garcia de Almeida , Flávia Cristina Figueiredo Coura

  DOI: https://doi.org/10.33532/revemop.e2026001

  401 486

• Deep in the Virgin Forest: Macunaíma as a metaphor to decolonial mathematics education

  Ulisses Dias da Silva , Samantha Floriano Silva

  DOI: https://doi.org/10.33532/revemop.e2024018

  517 808

• Ethnomathematics in the initial formation of future Mathematics teachers: revealing looks and brands

  Gisele Americo Soares , Maria Cecilia Fantinato

  DOI: https://doi.org/10.33532/revemop.e202120

  2251 1672