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• 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

• 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

• 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

• Mathematics video classes produced by students: a proposal to enhance learning

  Nádia Helena Braga

  DOI: https://doi.org/10.33532/revemop.e2024003

  511 427

• What students know about learning assessment

  Jorge Pinto

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

  1307 385

• ChatGPT as a support tool in the teaching of Mathematics

  Renan Pereira Santos , Claudinei de Camargo Sant'Ana , Irani Parolin Sant'Ana

  DOI: https://doi.org/10.33532/revemop.e202303

  8626 5672

• Perceptions of EaD Modality undergraduates in the pre-pandemic and perspectives with the experience of Remote Learning

  Érika Cruz Silva , Marli Regina dos Santos

  DOI: https://doi.org/10.33532/revemop.e202226

  619 448

• 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

• Hypothetical learning trajectories and mathematical modeling: enhancing critical education in Youth and Adult Education

  Felippe Camilo , Rogério Marques Ribeiro

  DOI: https://doi.org/10.33532/revemop.e2025012

  159 277

• Teaching Mathematics through Problem Posing: four practices for handling students’ posed problems

  Yue Ma , Jinfa Cai

  DOI: https://doi.org/10.33532/revemop.e2024009

  923 598

• TikTok as an Auxiliary Tool in Learning the Concept of Fractions in 6th-Grade Elementary School

  Marinete Santana Wutke Welmer , Valdinei Cezar Cardoso

  DOI: https://doi.org/10.33532/revemop.e2024039

  365 370

• “Mathematizing an History": an articulation between literature and mathematics in the middle school

  Taynara de Oliveira Machado , Cinthia Maria Felicio

  DOI: https://doi.org/10.33532/revemop.e2024045

  522 336

• 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

• 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

• Didactic-Pedagogical Approach to Mathematical Modeling: Potentialities and Difficulties in a 7th-Grade Class of Elementary

  Janaína Milagres Martins , Neuber Silva Ferreira

  DOI: https://doi.org/10.33532/revemop.e2025021

  181 157

• A look at mathematical evaluation: past, present in pandemic and post-pandemic future

  Dione Baptista Ribeiro , Marco Aurelio Kistemann Jr

  DOI: https://doi.org/10.33532/revemop.e202218

  793 802

• 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

• 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

• Conceptual Maps as study strategy in pandemic times: an experience with students from a public school?

  Jair Pedro da Fé Neto , Edmilson Minoru Torisu

  DOI: https://doi.org/10.33532/revemop.e202024

  593 997