Revemop

Professional Identity of educators who teach mathematics: looking for evidence in National Curriculum Guidelines

Bruno César Cardoso Gonzaga, Enio Freire de Paula — Wed, 01 Jan 2025 00:00:00 -0300

This article stems from a multi-paper research work within a professional master’s degree program, guided by the following question: What are the possible spaces for discussions about professional identity in the National Curriculum Guidelines regarding initial and continuing teacher education? From the perspective of Carlo Ginzburg’s evidential paradigm, this paper discusses how elements linked to the characterization of the professional identity of teachers who teach mathematics (TTMs) are presented in the National Curriculum Guidelines for the Education of Basic School Teachers (2006, 2015, 2019a, 2029b and 2020). Our work aimed to find problematizations about (i) the knowledge and expectations of prospective TTMs regarding the profession, (ii) vulnerability and sense of action, and (iii) political commitment. Among the results, we identified processes that aim to attribute other meanings to terms from the field of teacher education and the silencing of discussions on political commitment and the valuing of teaching work.

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 — Fri, 28 Feb 2025 00:00:00 -0300

This article seeks to investigate East Timor graduates’ perception of Pibid, considering the repercussions of this program for the formative process of Timorese mathematics teachers who held scholarships granted by Pibid Exatas – Unilab/Redenção. The research is theoretically based on the concept of apprenticeship of teaching, focusing on teaching initiation as an essential part of this process, acknowledging Pibid as a public policy of the Federal Government aimed at teachers’ initial education. Based on the exploratory and investigative study of participants’ perceptions of the actions developed in the program, questionnaires were used as a data collection instrument analyzed through qualitative and interpretative approaches. The study presents a survey that resulted in two categories of analysis: (i) Challenges faced and contributions of Pibid to initial education and (ii) Pibid and the development of political commitment. In general terms, the repercussions evidenced by participation in Pibid were: a) it offered the East Timorese students the opportunity to get to know the Brazilian school reality up close; b) it favored the development of teaching practice; c) it contributed to the processes of professional insertion and induction, experienced concomitantly with initial education; d) it allowed understanding and reflection on the possible professional challenges faced by teachers in East Timor; e) it enabled the development of the four basic linguistic skills; f) it mobilized the sense of professional agency; and g) it developed political commitment.

Conceptions of in-service and pre-service teachers regarding the use of some educational mathematics games

Melissa Damacena da Cruz, Marinete Santana Wutke Welmer, Valdinei Cezar Cardoso — Sat, 24 May 2025 07:08:08 -0300

Educators have divergent opinions regarding the use of educational games in the classroom. This study aimed to investigate how in-service and pre-service teachers conceive educational mathematics games. With a qualitative approach, the research analyzed data from the extension course “Teaching Elementary School Mathematics Through Free Online Games,” in which 38 participants explored mathematical games and participated in activities. The content analysis revealed four categories that discuss the inclusion of games in teaching, their positive and negative points, and their pedagogical possibilities. The results indicate that games encourage cooperation and aid learning, but participants point out challenges to their implementation, such as the lack of mobile devices and Internet access in schools.

Mathematical practices in the manual of integrative activities: Leveling in comprehensive secondary education

Ana Flávia Siqueira Pinto Dias , André Augusto Deodato — Sat, 21 Jun 2025 15:51:26 -0300

This article analyzes the mathematical practices proposed in the mathematics leveling presented in the Manual de Atividades Integradoras [Manual of Integrative Activities] from the perspective of comprehensive education. This qualitative and documentary research was conducted between 2023 and 2024, with a focus on the manual mentioned. The study identified that the proposed document presents didactic sequences aligned with the Common National Curriculum Base and activities with open-ended answers, emphasizing the importance of diagnostic assessment, although it does not delve into the concept of assessment and its relationship with leveling, and does not explicitly articulate the intentionality of mathematical practices. As a result, the understanding and implementation of leveling in mathematics revealed a limitation. The research can help mathematics teachers reflect on and reconsider the theoretical and practical aspects of their classes.

Teachers and the curriculum from the perspective of Habermas’ theory of communicative action

Sat, 21 Jun 2025 19:39:07 -0300

This article presents an excerpt from the first author’s doctoral research, focusing on the diagnostic phase of the development of the Pedagogical Project of the Course (PPC) for the mathematics teaching degree at IFPA, campus Parauapebas. The research is based on Jürgen Habermas’ theory of communicative action (2012a; 2012b), adopting an online form as a methodological instrument. The invitation to participate was sent to all members of the PPC preparation committee, comprising nine professors, one pedagogy-licensed individual, and one librarian. However, this text analyzes the reports of three collaborators. The aim is to understand whether communicative or instrumental rationality guides the process. The results indicate that it is essential to create dialogic spaces that promote interaction between the subjects involved in developing the curriculum, strengthening communicative rationality in the institutional context.

Discussing with prospective teachers a didactic proposal on financial education through problem solving

Jarlyson César Silva Pereira, Maria Maroni Lopes, Letícia de Azevêdo Medeiros — Fri, 11 Jul 2025 10:40:36 -0300

This study aimed to describe some of the contributions of a didactic sequence on financial education in teacher education, based on the problem solving methodology, seeking to develop in students a responsible management of their money and encouraging them to plan and expand their knowledge about finances. Thus, this text presents a qualitative study, employing as a methodology the application and analysis of the didactic sequence in the Supervised Practicum II and IV of a university. The results indicate that problem solving can be an ally in the process of discussing activities related to financial education. Regarding teacher education, it is understood that when a teaching degree student immerses themselves in an environment with activities on financial education, they tend to incorporate the topic into their teaching practice.

Do we need Statistical Education in Early Childhood Education?

Sun, 10 Aug 2025 09:30:57 -0300

This article presents a theoretical essay discussing the need for statistical education in Brazilian early childhood education, considering the overexposure of students to statistical information in various media. We conjecture that children up to the age of six cannot be understood as incomplete beings who need to be prepared for future life, but rather as citizens who require cognitive development and the initiation of statistical literacy. This discussion has gained momentum since the publication of the National Common Core Curriculum and should not be limited to academia; instead, it should be brought into the classroom. In addition, we believe it is urgent to review the curricula of pedagogy and mathematics degrees, considering the precarious initial training in these areas in many Brazilian universities, as well as to expand the provision of continuing education in statistics and probability, as these sciences are rapidly evolving and require constant updating.

Considerations on the encounters of mathematics education, ethnomathematics, and the ethics of diversity

Ana del Valle Duarte Castillo, Milton Rosa — Mon, 01 Sep 2025 10:05:42 -0300

Este ensaio crítico e reflexivo tem por objetivo discutir e refletir sobre as relações da educação matemática, da etnomatemática e da ética da diversidade. Desse modo, busca-se responder à seguinte questão de investigação: de que maneira se pode (re)pensar a ética da diversidade e a etnomatemática para incluir novos modos de entender e utilizar essa perspectiva ética no contexto da educação matemática? Para responder a essa questão, apresentam-se três seções: na primeira, procura-se relatar brevemente alguns elementos da educação matemática e da história da educação matemática, como campo profissional e científico e, em seguida, discute-se a conceituação da etnomatemática e da ética da diversidade e, finalmente, são delineadas algumas considerações finais por meio do entrelaçamento dessas ideias.

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 — Tue, 02 Sep 2025 20:22:29 -0300

This article aims to analyze the development of content knowledge and the challenges faced by prospective mathematics teachers in light of the implementation of MEC Ordinance No. 2117/2019. This qualitative research was conducted with 17 students enrolled in a Mathematics teaching program at a federal institute in Minas Gerais, Brazil. Data collection was conducted through a semi-structured questionnaire and interviews, involving all 17 students. The theoretical framework was based on the concept of professional teaching knowledge and the different modalities of education. The results indicated signs of content knowledge development among the students, with the main challenges identified being the need for autonomy, focus, and quality internet access.

Criticality in Modeling in Mathematics Education: Voices in Research

Messias Santos de Morais, Frederico da Silva Reis, Aldo Peres Campos e Lopes — Tue, 30 Sep 2025 11:57:47 -0300

This article aims to identify the different approaches and focuses of criticality in research developed in the area of modeling in mathematics education in Brazil. To this end, we conducted mapping research in the CAPES Catalog of Theses and Dissertations, selecting nine academic theses, 16 academic dissertations, and 25 professional dissertations, published from 2000 to 2022, for analysis. Regarding the approaches and focuses of criticality, the mapping revealed that most of the mapped works explicitly base their foundation on critical mathematics education proposed by Ole Skovsmose, as well as others based on the development of John Dewey’s critical thinking, highlighting those that emphasize the importance of maintaining a critical stance throughout the entire Modeling process or, specifically, in some of its stages.