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• 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

• An ethnomathematical approach to the Trivium Curriculum

  Milton Rosa , Marcos Paulo Vieira Raimundi

  DOI: https://doi.org/10.33532/revemop.v1n1artigo4

  1431 1883

• Teachers and the curriculum from the perspective of Habermas’ theory of communicative action

  Sória Pereira Lima Soares , Wagner Barbosa de Lima Palanch , Yara Patrícia Barral de Queiroz Guimarães

  DOI: https://doi.org/10.33532/revemop.e2025005

  353 334

• Financial Education in the Technical Course in Animal Science Integrated into High School: Contribution to Curriculum Integration

  Eduardo dos Anjos Mota , Marcos Pavani de Carvalho , Liliane Martinez Antonow

  DOI: https://doi.org/10.33532/revemop.e202317

  479 258

• 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

• Geometric skills at High School: a dialogue with Van Hiele and Hoffer theories

  Arthur Machado Júinior , Leandro dos Santos Vieira , Manoel de Souza Lamim Netto

  DOI: https://doi.org/10.33532/revemop.e202220

  798 1032

• 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

• Challenging the traditional curriculum by traditional knowledges: from ethnomathematical fieldwork to classroom practices

  José Ricardo e Souza Mafra

  DOI: https://doi.org/10.33532/revemop.e202006

  416 360

• 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

• Ethnomathematical paths to Financial Educacion: analysing cultural traits of Deaf students

  Rodrigo Carlos Pinheiro , Milton Rosa

  DOI: https://doi.org/10.33532/revemop.e202010

  478 377

• Connecting Ethnomathematics and Modelling: a mixed methods study to understand the dialogic approach of Ethnomodelling

  Diego Pereira de Oliveira Cortes , Daniel Clark Orey

  DOI: https://doi.org/10.33532/revemop.e202011

  665 541

• 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

• 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

• Geometric Visual Thinking in the Curriculum Proposal of the State of Paraíba: Reflections and Possibilities

  Thamires Santos Andrade , Angélica Souza Santos , Tiêgo dos Santos Freitas

  DOI: https://doi.org/10.33532/revemop.e2025020

  122 126

• Financial education for training in professional technological education: analysis from the perspective of the theory of didactic suitability

  Irving dos Santos lelis , José Fernandes da Silva

  DOI: https://doi.org/10.33532/revemop.e2025017

  175 280

• Do we need Statistical Education in Early Childhood Education?

  Cassio Giordano , Marco Aurélio Kistemann Júnior , Jorge Eduardo Said da Silva , Vinicius Quintiliano da Silva

  DOI: https://doi.org/10.33532/revemop.e2025007

  533 389

• 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

• "Lúcia Já-Vou-Indo"... and Mathematics too!

  Klinger Teodoro Ciríaco , Rebeca Souza de Miranda , Thaís Brasil

  DOI: https://doi.org/10.33532/revemop.e2024027

  435 299

• 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

  347 285

• Education for ethnic-racial relations in mathematics teaching: a didactic proposal from a decolonial perspective

  Ana Jéssica do Nascimento Silva , Ana Claudia Gouveia de Sousa , Natal Lânia Roque Fernandes , Renivaldo Sodré de Sena

  DOI: https://doi.org/10.33532/revemop.e2024016

  1187 1525