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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
- PDF (Português (Brasil))
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
- PDF (Español (España))
Prospective primary school teachers’ identification of semiotic conflicts in a proportionality textbook lesson

María Burgos Navarro, Maria Jose Castillo Cespedes

e202204
- PDF (Español (España))
Systematic Mapping and qualitative research: (Inter)connections with educational paradigms

Antonio Carlos Fonseca Pontes Junior, Bárbara Cristina Moreira Sicardi Nakayama

e202219
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
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
- PDF (Español (España))
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
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
Methodology for Trigonometric Problem Solving

Paulo Silva Paulo

e202225
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
Investigating problem-solving strategies from the additive field

Julia Macedo de Oliveira Morioka, Rogério Marques Ribeiro

e202228
- PDF (Português (Brasil))

Assessment of Mathematics Learning in various contexts

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

Talita Emidio Andrade Soares

e202203
- PDF (Português (Brasil))
Mathematical Learning Assessment Instruments: contributions and convergences of an integrative review

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

e202205
- PDF (Português (Brasil))
Teaching conceptions about evaluation in Mathematics - values and instruments that make up teaching practice

Daniel Lima, Lilian Nasser

e202206
- PDF (Português (Brasil))
Interfaces between SAEPE and the social representations of continuing education of high school mathematics teachers

Danniella Almeida, Elisângela Bastos de Melo Espíndola

e202207
- PDF (Português (Brasil))
A reflection on the evaluation process in the use of Problem Solving in Mathematics teaching

Felipe Miranda Mota, Claudia de Oliveira Lozada

e202208
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
Feedback as a powerful tool for mathematical learning: a meta-analysis of Portuguese studies

Leonor Santos

e202210
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
What students know about learning assessment

Jorge Pinto

e202213
- PDF (Português (Brasil))
School evaluation: resignifying the error through formative feedbacks

Felipe Olavo Silva, Lilian Nasser

e202214
- PDF (Português (Brasil))
Why is making mistakes still so wrong? Some reflections on the role of error in mathematics teaching and assessment.

Rafael Filipe Novôa Vaz

e202215
- PDF (Português (Brasil))
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
- PDF (Português (Brasil))
Assessment of learning in Statistics: knowledge emerging from a collaborative teacher training group

Karla Schreiber, Mauren Porciúncula

e202217
- PDF (Português (Brasil))
A look at mathematical evaluation: past, present in pandemic and post-pandemic future

Dione Baptista Ribeiro, Marco Aurelio Kistemann Jr

e202218
- PDF (Português (Brasil))