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• What students know about learning assessment

  Jorge Pinto

  DOI: https://doi.org/10.33532/revemop.e202213

  1307 385

• Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment.

  Rafael Filipe Novôa Vaz

  DOI: https://doi.org/10.33532/revemop.e202215

  1567 1130

• 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

• Using digital portfolios in initial teacher training as a learning and assessment strategy: students' perspectives

  Maria do Rosário Rodrigues , Ana Luisa Oliveira Pires , Jorge Pinto

  DOI: https://doi.org/10.33532/revemop.e202209

  554 384

• Assessment of learning in Statistics: knowledge emerging from a collaborative teacher training group

  Karla Schreiber , Mauren Porciúncula

  DOI: https://doi.org/10.33532/revemop.e202217

  584 676

• Development of mathematics assessments: dialogue between the SipaeDF matrix and the SME-SP diagnostic tool

  Janaina Segatto , Edvonete Souza de Alencar

  DOI: https://doi.org/10.33532/revemop.e2025016

  138 155

• 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

  784 827

• Mathematical practices in the manual of integrative activities: Leveling in comprehensive secondary education

  Ana Flávia Siqueira Pinto Dias , André Augusto Deodato

  DOI: https://doi.org/10.33532/revemop.e2025004

  575 791

• 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

• Assesment of an educational proposal for the development of the EAR through the notion of linearity

  Cecilia Gaita , Raúl Supo , Francisco Ugarte

  DOI: https://doi.org/10.33532/revemop.e202134

  579 428

• 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

  489 314

• Potentialities of the Discussion Forum as an online Formative Evaluation Task in a Mathematics Degree Program at UAB

  Domício Magalhães Maciel , Giaretta Sguerra Miskulin

  DOI: https://doi.org/10.33532/revemop.e202211

  673 573

• Written production analysis of mathematics questions of the 2020 entrance exam of the Universidade Estadual de Londrina

  Gabriel dos Santos e Silva , Daniela Harmuch

  DOI: https://doi.org/10.33532/revemop.e202212

  589 1752

• School evaluation: resignifying the error through formative feedbacks

  Felipe Olavo Silva , Lilian Nasser

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

  1169 762