Vol. 2 (2020): Rolling Pass

View Vol. 2 (2020): Rolling Pass

Published: 2020-01-01

Expediente & Editorial

Contributions, perspectives, and scope of the Journal of Mathematics Education of Ouro Preto - Revemop

Douglas da Silva Tinti

1-8
- PDF (Portuguese (Brazil))
- AmeliCA (Portuguese (Brazil))

Article

Educational video: the potentialities of its use in the view of teachers who teach Mathematics

Tiago Giorgetti Chinellato, Sueli Liberatti Javaroni

e202001
Strands of brazilian research on the methodology of games in the teaching and learning of Mathematics in ENEM proceedings

Jean Carlos Lemes, Flávia Sueli Fabiani Marcatto

e202016
Mathematical Modeling in education as a resource in the students’ critical education at school

André Luiz Rocha, Marcia Maria Fusaro Pinto

e202017
The Investigative Cycle for the teaching of statistical concepts

Eurivalda Ribeiro dos Santos Santana, Irene Mauricio Cazorla

e202018
Knowledge about teaching mathematics and formation of teachers, produced in research in the context of GPEFCom

Maria do Carmo de Sousa

e202019
Contributions of Information and Communication Technologies to the education of Mathematics teachers in distance modality

Frederico da Silva Reis, Fausto Rogério Esteves

e202020
Using a Derivative to infer on a contamination speed of the new Coronavirus: a possibility for Calculation classes

Rogério dos Santos Lobo

e202021
The specialist knowledge of the mathematics teacher in the brazilian didactic manual of the first year of Elementary School

Camila Fernanda Pereira da Luz, Edvonete Souza de Alencar

e202022
Lesson Study in Mathematics teacher training actions: reflections from a class in the 6th year

Priscila Bernardo Martins, Edda Curi, Suzete de Souza Borelli

e202023
Conceptual Maps as study strategy in pandemic times: an experience with students from a public school?

Jair Pedro da Fé Neto, Edmilson Minoru Torisu

e202024

International Perspectives on Ethnomathematics: from research to practices

Thematic Section Presentation - International perspectives on Ethnomathematics: from research to practice

Milton Rosa, Daniel Clark Orey
- PDF
- AmeliCA
Ethnomathematics: past and future

Ubiratan D'Ambrosio

e202002
The taking of Western/Euro Mathematics as reappropriation/repair

Peter Appelbaum, Charoula Stathopoulou

e202003
Stars in the sky: Pleiades invite plenitude — an ethnomathematics memoir in Central Brazil

Mariana Kawall Leal Ferreira

e202004
Elementary pre-service teachers working in mathematical borders

Carlos Alfonso López Leiva

e202005
Challenging the traditional curriculum by traditional knowledges: from ethnomathematical fieldwork to classroom practices

José Ricardo e Souza Mafra

e202006
Revising the history of number: how Ethnomathematics transforms perspectives on indigenous cultures

Kay Owens, Charly Muke

e202007
Ethnomathematics and indigenous teacher education: Waka migrations

Tony Trinick, Tamsin Tamsin Meaney

e202008
The use of indigenous games in the teaching and learning of Mathematics

Mogege Mosimege

e202009
Ethnomathematical paths to Financial Educacion: analysing cultural traits of Deaf students

Rodrigo Carlos Pinheiro, Milton Rosa

e202010
Connecting Ethnomathematics and Modelling: a mixed methods study to understand the dialogic approach of Ethnomodelling

Diego Pereira de Oliveira Cortes, Daniel Clark Orey

e202011
Reaching the 21st century students in the United Arab Emirates: using Ethnomathematics through #Innovation

Jason D. Johnson, Darryl Corey

e202012
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

e202013
Ethnomathematical study on folk dances: focusing on the choreography

Sara Cristina Magalhães Gomes Ribeiro, Pedro Manuel Baptista Palhares, María Jesús Salinas Salinas

e202014
Cultural artefacts as a metaphor to communicate mathematical ideas

Jaya Bishnu Pradhan

e202015