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• Human Rights Education at EBRAPEM: sociopolitical, theoretical and practical aspects present in these works

  Ewerson Tavares Silva , José Pedro Machado Ribeiro

  DOI: https://doi.org/10.33532/revemop.e202302

  576 332

• Binomial and Emotions: an analysis of Mathematical Practice from the perpective of Didactic Repute Criteria

  Luciana Correia de Amorim , Tânia Cristina Rocha Silva Gusmão , Sandra Maria Pinto Magina

  DOI: https://doi.org/10.33532/revemop.e202132

  997 971

• Didactic Suitability as a methodological tool: development and contexts of use

  Omar Malet , Belen Giacomone , Ana María Repetto

  DOI: https://doi.org/10.33532/revemop.e202110

  1824 1086

• A reflection on problem solving in teacher education teaching Mathematics

  Flávia Sueli Fabiani Marcatto

  DOI: https://doi.org/10.33532/revemop.v1n3a07

  1390 793

• High School Financial Education in São João de Meriti (RJ)

  Rosilane Motta Quintanilha , Abel Garcia Lozano , Chang Kuo Rodrigues , Marco Aurélio Kistemann Jr.

  DOI: https://doi.org/10.33532/revemop.v1n2a6

  996 567

• The Myth of Mathematical Neutrality and the Tripartite Teaching Blockade: Challenges to the Implementation of Law 10.639/03

  Ezequiel Teodoro Mendes , Victor do Nascimento Martins

  DOI: https://doi.org/10.33532/revemop.e2026004

  304 291

• 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

• Curricular Changes: teacher training in Mathematics Teaching at FE/UERN

  Amanda Fernandes de Lima , Débora Dantas Silva , Marcelo Bezerra de Morais

  DOI: https://doi.org/10.33532/revemop.e202322

  419 188

• 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

• 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 Continuing Training of Teachers from the Perspective of Mathematical Didactic Knowledge

  Patricia Pujol Goulart Carpes , Eleni Bisognin

  DOI: https://doi.org/10.33532/revemop.e202111

  1023 763

• Analyses of the meanings of the differential concept from a perspective onto-semiotic

  Manuel Alejandro Verón , Belén Giacomone

  DOI: https://doi.org/10.33532/revemop.e202109

  1411 888

• The view of epistemic didactic suitability on arithmetic mean present in textbooks

  Marcos Antonio Santos de Pinho

  DOI: https://doi.org/10.33532/revemop.e202116

  832 369

• Quadratic Equations Solutions by ‘Abd Al-Hamid Ibn Turk in the Initial Training of the Mathematics Teacher

  Giselle Costa de Sousa , Jéssica Targino Muniz

  DOI: https://doi.org/10.33532/revemop.e202104

  443 450

• Ethnomathematics and indigenous teacher education: Waka migrations

  Tony Trinick , Tamsin Tamsin Meaney

  DOI: https://doi.org/10.33532/revemop.e202008

  449 371

• Exploratory-investigative tasks in mosaic construction in a 7th grade class

  Silvia Andrea Alexandre Miranda , Paulo Cesar Oliveira

  DOI: https://doi.org/10.33532/revemop.v1n2a7

  587 586

• Epistemological Dimension of Ethnomathematics: A bibliographical survey of doctoral theses from a counter-hegemonic perspective

  Luana Oliveira Moreira de Jesus , Zulma Elizabete de Freitas Madruga

  DOI: https://doi.org/10.33532/revemop.e2026007

  151 88

• Trigonometric functions from the theory of meaningful learning

  Felipe de Almeida Costa , Norma Suely Gomes Allevato

  DOI: https://doi.org/10.33532/revemop.v1n1a7

  1168 1196

• Experiences on racial relations mediated by Brazilian cinema in the initial training of mathematics teachers

  Bruno Gonçalo Penedo Souza , Gabriela dos Santos Barbosa

  DOI: https://doi.org/10.33532/revemop.e2024017

  465 203