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• 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

• The Investigative Cycle for the teaching of statistical concepts

  Eurivalda Ribeiro dos Santos Santana , Irene Mauricio Cazorla

  DOI: https://doi.org/10.33532/revemop.e202018

  2887 3316

• The Kalah game from the perspective of Ethnomathematics: a proposal for decolonized teaching

  Amanda Vitória Aroucha Dutra , Domício Magalhães Maciel

  DOI: https://doi.org/10.33532/revemop.e2024019

  711 395

• A literature review on the attractiveness of the teaching career in the mathematics teaching degree and other degrees

  Maximiliano Garcia de Almeida , Flávia Cristina Figueiredo Coura

  DOI: https://doi.org/10.33532/revemop.e2026001

  401 486

• Games and plays in the teaching of mathematics: analysis of a book of PNLD 2022

  Kemilly Layane da Silva , Edvonete Souza de Alencar

  DOI: https://doi.org/10.33532/revemop.e202324

  1034 376

• TEACHING FIRST-DEGREE EQUATION SYSTEMS VIA PROBLEM SOLVING IN THE 8TH GRADE OF ELEMENTARY SCHOOL

  João Alessandro da Luz , Marcelo Carlos de Proença

  DOI: https://doi.org/10.33532/revemop.e2026011

  66 33

• Storytelling: an active methodology for Mathematics teaching through narratives

  Phellippe Aprigio , Marcos Lübeck

  DOI: https://doi.org/10.33532/revemop.e2024032

  1278 705

• 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

• Technical Professional Education: paths taken by João Lüderitz to reorganize mathematics teaching (1909)

  Renata Feuser Silveira , David Antonio da Costa

  DOI: https://doi.org/10.33532/revemop.e202315

  420 311

• 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

• Possibilities in teaching planning to make mathematical knowledge accessible to students with autism spectrum disorder

  Sofia Seixas Takinaga , Ana Lúcia Manrique

  DOI: https://doi.org/10.33532/revemop.e2024002

  461 528

• Designing tasks to teach statistics and probability from children's stories

  Claudia Vásquez , Ángel Alsina , Paula López

  DOI: https://doi.org/10.33532/revemop.e2024026

  575 617

• Teaching knowledge and Partial Progression in Mathematics: what happens when Mathematics teachers are invited to reflect on the thematic unit Numbers?

  Ricardo Alexandre de Figueiredo , Ana Cristina Ferreira

  DOI: https://doi.org/10.33532/revemop.e2024048

  235 220

• 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

• 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

  693 419

• MEC Ordinance 2117/2019: Challenges faced by mathematics teaching degree students from the perspective of content knowledge

  Fabiana Cristina Pinto , Inajara de Salles Viana Neves

  DOI: https://doi.org/10.33532/revemop.e2025009

  253 423

• 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

  1266 975

• 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

• Codó (MA) Babaçu Coconut Breakers: Gender, Memory, and Mathematics Teaching

  Valeria Silva Santos , Kelly Almeida de Oliveira

  DOI: https://doi.org/10.33532/revemop.e2024040

  402 365

• 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