Revemop

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

2026-03-23T15:27:50-03:00

This study describes and systematizes knowledge on the attractiveness of the teaching career in mathematics teaching degree programs and in other degree programs, based on research defended in Brazilian stricto sensu graduate programs. From a bibliographic survey in the Brazilian Digital Library of Theses and Dissertations (BDTD), 167 works on the subject were identified, of which 14 composed the analyzed corpus. The qualitative analysis organized the stu dies into three groups: research with undergraduates exclusively in mathematics; research with mathematics students and students from other courses; and research with undergraduates from courses other than mathematics. The results show that teaching choices are influenced by monetary factors, such as remuneration, and by non-monetary factors,

such as vocation and social recognition, highlighting the scarcity of studies and the need for further investigation.

Mathematics Education Subjects: what are the implications for teacher training and practice?

2026-04-15T20:40:04-03:00

The study aims to understand whether, and how, the mathematics education courses taken during initial training contribute to mathematics teachers' teaching practice. In addition, we seek to identify whether and how mathematics teachers who graduated from the State University of Montes Claros apply the knowledge acquired in these undergraduate courses to their teaching practice. Methodologically, we opted for a qualitative research approach, through a literature review, classroom observation, and interviews with two mathematics teachers who graduated from this institution. Based on the analyses, relating the bibliographic material studied, the statements of the interviewed teachers, and the observations of classes held, the results indicate that Mathematics Education subjects mainly impact the choice of investigative methodologies, the use of games and digital technologies, and the organization of classes with a focus on student leadership.

The Pedagogical Coordinator, the Analysis and Redesign of Mathematical Tasks based on a Formative Study Group

2026-04-16T10:04:23-03:00

This article is part of a dissertation and aimed to investigate the criteria used by pedagogical coordinators before and after a study group conducted within the framework of the Task Design and Study Cycle (TDC). The data were collected during training sessions in which the coordinators first analyzed and proposed redesigns for a sequence of tasks, and subsequently studied the Criteria for Didactic Suitability (CID), the Task Design Criteria (CDT), and reanalyzed and refined the redesigns previously made. The research is qualitative, interventional, and collaborative in nature. The data were analyzed in light of the CID and CDT. The results showed that, after the training, the coordinators performed a more coherent and critical analysis, identifying the weaknesses of the tasks presented to them and suggesting redesigns capable of improving them.

The Myth of Mathematical Neutrality and the Tripartite Teaching Blockade: Challenges to the Implementation of Law 10.639/03

2026-03-23T15:59:50-03:00

The implementation of Law 10.639/03 in Mathematics education remains limited, largely due to the persistence of the belief that the discipline is neutral and detached from sociocultural dimensions. This article analyzes how teachers’ beliefs about mathematical neutrality, racism, and representativity influence the integration of Afro-Brazilian and African themes into the curriculum, based on a reinterpretation of interviews conducted by Mendes (2025) with teachers from the state school system of Espírito Santo, Brazil. Adopting a qualitative approach, the study employed Content Analysis (Bardin, 2011) and identified three interdependent dimensions — epistemological, conceptual, and affective-formative — that constitute the tripartite teaching blockade. The results indicate that these blockades reinforce one another, hindering the effective implementation of the law, even when teachers recognize its importance. The study concludes that overcoming these barriers requires critical teacher education, curricular revision, and recognition of mathematics as a plural cultural practice.

Systemic Suitability in Processes of Knowledge Production and Dissemination: An Extension of Didactic Suitability and the Ontosemiotic Approach

2026-05-10T08:29:56-03:00

This study aims to assess the relevance of the Ontosemiotic Approach (OSA) for analyzing the emergence and diffusion of knowledge in disciplines beyond mathematics. The theoretical framework introduces the notion of an activity system, within which three processes are distinguished for analytical purposes: the production, dissemination, and control of knowledge. In order to evaluate the quality of activity systems, the analytical tool of systemic suitability is proposed as an extension of the concept of didactic suitability. Methodologically, the study adopts a transdisciplinary case study focused on water management in the Albufera of Valencia, examining five interdependent activity systems. The findings reveal semiotic conflicts among technical, scientific, and local forms of knowledge, showing that management effectiveness depends on coherence across the six facets proposed within the framework of systemic suitability. The study concludes that the OSA provides analytical tools that complement other frameworks for epistemic integration and normative evaluation in contexts of high socio-ecological complexity. It also demonstrates the potential of the analyzed context for the design of problem situations in mathematics education, including mathematical modelling, ethnomathematics, and transdisciplinary STEM projects.