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• A study on the perceptions of Timorese graduates about the repercussions of Pibid for the initial of teachers mathematics education

  Carlos Soares , José Ronaldo Alves Araújo , Douglas da Silva Tinti

  DOI: https://doi.org/10.33532/revemop.e2025002

  699 425

• Knowledge about teaching mathematics and formation of teachers, produced in research in the context of GPEFCom

  Maria do Carmo de Sousa

  DOI: https://doi.org/10.33532/revemop.e202019

  692 484

• A reflection on the evaluation process in the use of Problem Solving in Mathematics teaching

  Felipe Miranda Mota , Claudia de Oliveira Lozada

  DOI: https://doi.org/10.33532/revemop.e202208

  791 831

• “New” High School: what the Teaching Cases produced and socialized by a Mathematics teacher reveal

  Claudia Starling , Fernando Miranda Arraz , Fabrícia Ribeiro Gontijo

  DOI: https://doi.org/10.33532/revemop.e202323

  741 607

• Textbooks: witnesses of the Spanish influence in Venezuelan mathematics education between the 16th and 19th centuries

  Walter O. Beyer K.

  DOI: https://doi.org/10.33532/revemop.e202307

  468 277

• 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

  1492 1510

• 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

  777 484

• Conceptions of in-service and pre-service teachers regarding the use of some educational mathematics games

  Melissa Damacena da Cruz , Marinete Santana Wutke Welmer , Valdinei Cezar Cardoso

  DOI: https://doi.org/10.33532/revemop.e2025003

  361 466

• 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

  553 298

• The Ontosemiotic Approach: an Analysis of Geometry in the Mathematics Textbook Collection in Technical Education Integrated to High School

  Wagner Barbosa de Lima Palanch , Renata Barbosa Ferreira

  DOI: https://doi.org/10.33532/revemop.e202113

  629 612

• 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

  314 302

• And the tooth still hurt: children's literature and the teaching of mathematics in a practice in the 1st year of Elementary School

  Cristiane Winkel Elert , Thaís Philipsen Grützmann , Alice Carina Venzke Redmer

  DOI: https://doi.org/10.33532/revemop.e2024033

  335 395

• 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

  540 256

• Survey of Brazilian research on Mathematical Knowledge for Teaching and Teacher Education

  Rosângela Milagres Patrono , Ana Cristina Ferreira

  DOI: https://doi.org/10.33532/revemop.e202102

  1273 980

• Children's literature and fractions: Expanding the teacher's professional knowledge

  Mirtes de Souza Miranda , Angelica da Fontoura Garcia Silva

  DOI: https://doi.org/10.33532/revemop.e2024029

  351 289

• The historical process of disciplinarization of infinitesimal calculus in Brazil

  Marianna Del Secchi Sypnievski , Gert Schubring

  DOI: https://doi.org/10.33532/revemop.e202308

  701 293

• Teaching Differential and Integral Calculus: the perspective of textbook authors

  Amarildo Silva , Hernando Franco , Alexandre Zocolotti

  DOI: https://doi.org/10.33532/revemop.e202319

  697 340

• Interfaces between SAEPE and the social representations of continuing education of high school mathematics teachers

  Danniella Almeida , Elisângela Bastos de Melo Espíndola

  DOI: https://doi.org/10.33532/revemop.e202207

  491 318

• "It changed the way i saw Math!": the interview as a path to pedagogical practice

  Cristiane Coppe de Oliveira , Flávia de Fatima Santos Silva

  DOI: https://doi.org/10.33532/revemop.v1n3a06

  429 614

• Dialogues with Thinkers on Problematizing Practices for the Teaching of Mathematics in Early Childhood Education

  Letícia Peixoto de Mendonça , Fredy Enrique Gonzalez

  DOI: https://doi.org/10.33532/revemop.e2024024

  273 326