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• Resolution of Geometric problems and assignment of success and failure of children in initial years

  Evandro Tortora , Nelson Antonio Pirola

  DOI: https://doi.org/10.33532/revemop.v1n2a3

  853 773

• 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

• The use of the scientific calculator in High School Mathematics classes: exploring problem solving

  José Edivam Braz Santana , Kátia Maria de Medeiros

  DOI: https://doi.org/10.33532/revemop.v1n3a01

  1489 1508

• Strands of brazilian research on the methodology of games in the teaching and learning of Mathematics in ENEM proceedings

  Jean Carlos Lemes , Flávia Sueli Fabiani Marcatto

  DOI: https://doi.org/10.33532/revemop.e202016

  771 479

• Developing mathematical skills and moral behavior through cultural artifacts: a study of math trail activities at Patan Durbar Square in Nepal

  Toyanath Sharma , Trilochan Sharman , Daniel Clark Orey

  DOI: https://doi.org/10.33532/revemop.e202013

  578 454

• Professional Identity of educators who teach mathematics: looking for evidence in National Curriculum Guidelines

  Bruno César Cardoso Gonzaga , Enio Freire de Paula

  DOI: https://doi.org/10.33532/revemop.e2025001

  664 625

• Storytelling and σ-Algebra: a symbolic and interdisciplinary approach to mathematics teaching

  Cleonis Viater Figueira

  DOI: https://doi.org/10.33532/revemop.e2025013

  232 242

• Mathematical Modeling in education as a resource in the students’ critical education at school

  André Luiz Rocha , Marcia Maria Fusaro Pinto

  DOI: https://doi.org/10.33532/revemop.e202017

  1011 849

• 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

• A study of theoretical and methodological lenses involving the pedagogical practices of teachers who teach geometry

  Natalia Nascimben Delmondi Munhoz , Vinícius Pazuch

  DOI: https://doi.org/10.33532/revemop.e2026013

  36 18

• 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

• Problem Solving from The Man Who Calculated

  Fabio Colins , Renatha Farias Silva

  DOI: https://doi.org/10.33532/revemop.e2024006

  1057 699

• Mathematical Animations with Manim: Exploring Visual Thinking in the Quadratic Equation

  Jefferson Barbosa de Lima , Jair Dias de Abreu

  DOI: https://doi.org/10.33532/revemop.e2025019

  555 298

• 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

• 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 Meanings of Division: An analysis of the strategies of fourth and fifth-grade students

  Angelica da Fontoura Garcia Silva , Daiane Silva Andrade

  DOI: https://doi.org/10.33532/revemop.e202201

  946 1211

• 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 text of the planned material of an e-learning training in mathematical modeling thematizing bullying

  Larissa Borges de Souza Lima , Ana Virginia de Almeida Luna

  DOI: https://doi.org/10.33532/revemop.e202126

  526 367

• The book Introduction to Calculus by D’Ambrosio: precursor to Pre-Calculus?

  Wagner Rodrigues Valente , Eliene Barbosa Lima , Circe Mary Silva da Dynnikov

  DOI: https://doi.org/10.33532/revemop.e202318

  786 444

• 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