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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

  8639 5683

• 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

  623 454

• 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

  586 461

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

  Yue Ma , Jinfa Cai

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

  925 602

• 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

  188 161

• 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

  2895 3322

• 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

  587 681

• What students know about learning assessment

  Jorge Pinto

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

  1312 386

• 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

  368 375

• 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

• Inserting the Content of Quantities and Measures in Elementary School: a State of Knowledge

  Jordana Vahl Bohrer , Rafael Montoito , Aline Vieira da Cunha

  DOI: https://doi.org/10.33532/revemop.e202306

  1083 1363

• 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

  1040 383

• 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

  72 40

• 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

  464 535

• 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

  594 1753

• 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

  1573 1133

• Modeling in mathematics education and family financial education: integration to develop critical sense

  Daiana Katiúscia Santos Corradi , Elizângela de Fátima Rodrigues , Juanice dos Santos Rosário , Dionísio Burak

  DOI: https://doi.org/10.33532/revemop.e2025018

  157 149

• Attitudes about Mathematics: perceptions of Pedagogy students about professional choice and teaching-learning

  Flaviane Carla da Silva , Giovana Pereira Sander , Nelson Antonio Pirola

  DOI: https://doi.org/10.33532/revemop.e202325

  676 280

• Investigating problem-solving strategies from the additive field

  Julia Macedo de Oliveira Morioka , Rogério Marques Ribeiro

  DOI: https://doi.org/10.33532/revemop.e202228

  414 468

• 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

  2256 1677