Vol. 4 (2022): Rolling Pass

View Vol. 4 (2022): Rolling Pass

Published: 2022-01-01

Article

The Meanings of Division: An analysis of the strategies of fourth and fifth-grade students

Angelica da Fontoura Garcia Silva, Daiane Silva Andrade

e202201
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Ethnomathematical connections and ethnomodelling in the making of spinning tops and tacos meat. Beyond a Mexican treat

Camilo Andrés Rodríguez-Nieto, Karina Nuñez-Gutierrez, Milton Rosa, Daniel Clark Orey

e202202
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Prospective primary school teachers’ identification of semiotic conflicts in a proportionality textbook lesson

María Burgos Navarro, Maria Jose Castillo Cespedes

e202204
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Systematic Mapping and qualitative research: (Inter)connections with educational paradigms

Antonio Carlos Fonseca Pontes Junior, Bárbara Cristina Moreira Sicardi Nakayama

e202219
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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

e202220
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Analysis of the ethnomathematical connections in the elaboration and commercialization of Chinese rice in the south of the department of Atlántico, Colombia

Marcela Barrios-Crespo, Jesús Alfredo Sarmiento-Coba, Camilo Andrés Rodríguez-Nieto, José Luis Lafaurie-Sarabia

e202221
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A proposal of activity about Problem Solving in Financial Education from the perspective of Critical Mathematics Education

Sidney Leandro da Silva Viana , Claudia de Oliveira Lozada

e202222
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Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification

Neide da Fonseca Parracho Sant'Anna, Silvana Pires Fonseca Mandarino

e202223
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General notions about the carpenter's ruler contained in the treatise A Booke Named Tectonicon (1605)

Sabrina de Sousa Paulino, Ana Carolina Costa Pereira

e202224
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Methodology for Trigonometric Problem Solving

Paulo Silva Paulo

e202225
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Perceptions of EaD Modality undergraduates in the pre-pandemic and perspectives with the experience of Remote Learning

Érika Cruz Silva, Marli Regina dos Santos

e202226
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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

e202227
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Investigating problem-solving strategies from the additive field

Julia Macedo de Oliveira Morioka, Rogério Marques Ribeiro

e202228
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Assessment of Mathematics Learning in various contexts

Plane Geometry in standardized exams: an analysis of ENEM, ENCCEJA and ENADE

Talita Emidio Andrade Soares, Denilson Junio Marques Soares, Wagner dos Santos

e202203
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Mathematical Learning Assessment Instruments: contributions and convergences of an integrative review

Claúdio Lopes de Freitas, Elizabeth Cardoso Gerhardt Manfredo, Débora Alfaia da Cunha

e202205
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Teaching conceptions about evaluation in Mathematics - values and instruments that make up teaching practice

Daniel Lima, Lilian Nasser

e202206
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Interfaces between SAEPE and the social representations of continuing education of high school mathematics teachers

Danniella Almeida, Elisângela Bastos de Melo Espíndola

e202207
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A reflection on the evaluation process in the use of Problem Solving in Mathematics teaching

Felipe Miranda Mota, Claudia de Oliveira Lozada

e202208
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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

e202209
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Feedback as a powerful tool for mathematical learning: a meta-analysis of Portuguese studies

Leonor Santos

e202210
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Potentialities of the Discussion Forum as an online Formative Evaluation Task in a Mathematics Degree Program at UAB

Domício Magalhães Maciel, Giaretta Sguerra Miskulin

e202211
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Written production analysis of mathematics questions of the 2020 entrance exam of the Universidade Estadual de Londrina

Gabriel dos Santos e Silva, Daniela Harmuch

e202212
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What students know about learning assessment

Jorge Pinto

e202213
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School evaluation: resignifying the error through formative feedbacks

Felipe Olavo Silva, Lilian Nasser

e202214
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Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment.

Rafael Filipe Novôa Vaz

e202215
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The Error in the Teaching-Learning Process: an analysis of the view of teachers from Carandaí (MG) and region

Gusthavo Henrique de Almeida Gonçalves, Marco Aurélio Kistemann Jr.

e202216
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Assessment of learning in Statistics: knowledge emerging from a collaborative teacher training group

Karla Schreiber, Mauren Porciúncula

e202217
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A look at mathematical evaluation: past, present in pandemic and post-pandemic future

Dione Baptista Ribeiro, Marco Aurelio Kistemann Jr

e202218
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