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This paper presents a systematic literature review, based on researches in Mathematics Education that investigated and discussed aspects related to the Fundamental Theorem of Calculus. From this, it seeks to organize some results about the teaching and learning of Calculus based on Mathematical Knowledge for Teaching. Firstly, it presents a categorization of researches, focusing on its objectives and highlighting its similarities and convergences. Secondly, based on questions that guided our reading and analysis, searching for historical-epistemological and didactical-pedagogical aspects that characterize the teaching and learning of Calculus. The results show evidences about the importance of the concept of function for the understanding of concepts related to the Fundamental Theorem of Calculus and, consequently, for the teaching and learning Calculus. [ABSTRACT FROM AUTHOR]

The integration of digital games in teaching and learning processes has been assuming a relevant role in terms of contributions that offer. Considering the importance of these resources, this paper analyses the use of two digital games in mathematics classes with 5th grade students from an urban school and with 6th grade students from an indigenous school of the west region of Paraná state. The games were applied in both realities, thus requiring the creation of differentiated strategies to their use. Because of their playful and attractive form, it was verified that the educational digital games serve as stimulus to the students from different contexts and cultures, and as subsidies to improve the teaching and the learning of curricular contents. [ABSTRACT FROM AUTHOR]

This paper presents a study involving the spreadsheet in the promotion of computational literacy and in the learning of numerical calculation concepts. The purpose was to analyze the relevance in understanding the concepts involved and how the change of registers collaborates in the resolution of an activity by students of the discipline of numerical calculus of an Institution of Higher Education in Paranhana Valey, RS, Brazil. The qualitative research used Duval's Semiotic Representation Registers and Cano's Computational Literacy concepts. Advances were made in the understanding of mathematical concepts and the resolution of activity when changes occurred, especially between algebraic and graphical representations. The spreadsheet contributed to the development of skills in solving the problem, despite the initial difficulties encountered in its use. [ABSTRACT FROM AUTHOR]

This paper aims to analyze the possible influences of the Solidarity Assimilation Pedagogy (SA) in the process of teaching and learning of continuity. The SA is a proposal that aims to break with traditional mathematics teaching, allowing students to receive bonus grades for group learning work unrelated to the assessment grade. The learning work of each class is based on a activity sheets composed of problems on the topic addressed. In this article, we analyze the development of the activity sheets about the continuity of a function, applied in a class of Calculus. The data analyzed through content analysis allowed us to infer that SA allows students to develop autonomy in learning, making them co-responsible for the whole process. [ABSTRACT FROM AUTHOR]

This paper presents a Problem-posing entitled "... Times more ... Times less ...", which may contribute to the multiplication and division studies, in Multiplicative Comparison, of the Multiplicative Conceptual Field. This is a cut that involves the analyzes related to the proposal, its construction and validation in a Master's Degree in Science and Mathematics Education research. The research followed methodological assumptions of Didactic Engineering, being characterized as experimental, in a qualitative approach. The analysis showed that the proposal made it possible to problem-posing of multiplicative comparison, whose productions, loaded with motivations and interests of the students, could be used by the teacher in mathematics classes, enthusiastic in problem solving. [ABSTRACT FROM AUTHOR]

The aim of this article is to present and analyze the trends in digital technologies in Mathematics teaching, pointed out in the XVIII, XIX, XX and XXI editions of the Brazilian Meeting of Graduate Students in Mathematics Education. As a methodological procedure, we use the state of the art and meta-analysis of 141 papers, among abstracts and complete articles, which were published in the annals of the years 2014 to 2017. Results indicate that the master's research predominates, involving mainly students of basic education. Still, in the years 2014 and 2015, the digital technology theme is a research trend. In the year 2016, the highlight was for GeoGebra, followed by the digital technologies theme and the use of videos. Finally, in 2017, GeoGebra remains in the highlight, followed by the use of videos. [ABSTRACT FROM AUTHOR]

This article aims to explain a panorama of research on continuing teacher education for teachers who teach mathematics in basic education with an emphasis on technology and it has a temporal cut from 2013 to 2017. It is a "meta-analysis" study, that is, it has a bibliographic character. The dissertations and theses were collected in the CAPES and BDTD repositories in a total of 44 papers, however, only 15 corresponded to the proposed objective. The results reveal the insertion of several technological instruments in the formative processes, with emphasis on computers. In addition, few dissertations and theses approach in their context the subjective relations existing in the formations, mainly emphasizing the activities developed throughout the formative processes. [ABSTRACT FROM AUTHOR]

This paper approaches sections of three master's researches related to the Research Group Potentializer Environment for Inclusion (API - Ambientes Potencializadores para a Inclusão) from São Paulo State University (UNESP), Presidente Prudente/SP. Researches portrayed are based on theoretical perspectives based on authors such as Schlünzen, Mantoan, Friend and Cook, Lorenzato and others, who advocate the consolidation of an inclusive school that appreciates differences and seeks collaborative work between teachers. The researches methodological approach is qualitative intervention type, based on authors such as Bogdan and Bicklen and Minayo. Results evidence that the inclusive teaching practice in Mathematics Education is the one that develop collaborative strategies between Special Education teachers and Mathematics teachers, based in problem resolution and project structuring. [ABSTRACT FROM AUTHOR]

This paper aim understand knowledge mobilized in the training process of the teachers who teach the Multiplicative Structures in the early years. The qualitative research conducted in a public school, with one teacher who taught in the 5th year of elementary school. The training was organized in classroom, virtual and pedagogical practice activity meetings. The meetings were organized with the preparation, discussion and planning of problem situations for teaching practice. A formation model apreciated of mobilization and reflection about the practice of the teacher, researcher and the practice of colleagues, providing a new look for the teaching of Multiplicative Structures. [ABSTRACT FROM AUTHOR]

This paper constitutes an essay in which we propose to present and discuss a model for the investigation of phenomena related to the cognitive dimension from the anthropological theory of the didactic (ATD). This model is one of the main results of the doctoral thesis of the first author. In his thesis he set out to characterize the place of the psychological subject in ATD. Of theoretical-empirical nature, this study assumes cognition as a phenomenon located in the institutional context and analyzes the functioning of the didactic system in the teaching of probability in the degree in Mathematics. The analysis of the didactic system culminated in the proposition of an investigation model which is organized in three levels: 1. Institutional dimension that reinforces the context of institutions; 2. Dimension of the didactic system functioning that is linked to the practices related to mathematical activities; and 3. Personal dimension, that refers to the participation and engagement of the subjects in the didactic system. In order to present the model, we initially retake theoretical elements of social anthropology to argue for cognition as a phenomenon situated in the institutional context. Then, we characterize the place of the psychological subject in ATD and we propose a model to analyze phenomena and aspects related to the cognitive dimension from the anthropological approach of the didactic. [ABSTRACT FROM AUTHOR]

In this paper we have taken back a previously published one in order to broaden the discussion considering another referential. It refers to an Epistemological Model of Reference (EMR) for the construction of surface planning of triangulated pyramids of determined height, verifying conditions and restrictions using Geogebra. EMR can justify pedagogic organization that enable the method Study and Research Activities (SRA), which is developed from questions emerging that will lead to the resolution of the proposed problem. The main objective of the study is supporting the surface representation of geometric solids work. [ABSTRACT FROM AUTHOR]

This paper have to aims to analyze and present the possible results of the Polyhedra's praxeology teaching, evidenced as geometric solid, proposed in a didactic book (LD) of mathematics from the Second year of High School. For this, we adopted as Institutional Analysis & Didactic Sequence methodology. As theoretical foundation, support the Anthropological Theory of Didactics, in its praxeological and ecological aspects, aiming to identify the different types of tasks, techniques, technologies and theories present in the Polyhedron's praxeology. The results show that the work of the authors of the DB reveals a complete usual praxeological organization of Polyhedron, starting from the presentation's theoretical of the proposed contents. The tasks' types presented are based on the direct application of techniques presented in the praxis block. Emphasizing that DB is one of the didactic resources of excellence for research in Mathematics Education, in the sense that the Researchers and Teachers can know it better from a praxeological analysis. [ABSTRACT FROM AUTHOR]

This paper is part of an investigation on the problem of knowledge infrastructure necessary for the development of school mathematical modeling on problems in context. For this, the research cycle of mathematical modeling is proposed as a device inspired by the five gestures that characterize a real research in the light of the anthropological theory of the didactic. Results obtained from the empirical analysis of a problem in context show the potential of the mathematical modeling research cycle for the acquisition of new useful knowledge, if not indispensable to teachers in formation, as well as forwards future research. [ABSTRACT FROM AUTHOR]

The paper examines how the "learning to make by making" pedagogical principle was present in the context of mathematical education at Federal Agrotechnical School of Sertão (EAFS/RS) in the 1980s. The theoretical framework is based mainly on the works of Michel Foucault and John Dewey. The research material is composed of interviews with egresses, as well as Mathematics notebooks, tests and schoolwork from that period. The analytical exercise concerning this material, undertaken in the perspective of foucauldian discourse analysis and by means of the Storytelling approach, demonstrated that mathematical education in Mathematical classes was hardly related to the "learning to make by making" pedagogical principle, prioritizing formalism and the use of writing. [ABSTRACT FROM AUTHOR]

The purpose of this research was to identify and analyze the scientific publications, national and international, about the pedagogical strategy of the flipped classroom in the teaching of Mathematics. The study retrieved 16 papers, covering investigations in the contents of Calculus, Numerical Methods and Linear Algebra. Other searches showed the inversion of the classroom in the reduction of anxiety and also in the use of this proposal by teachers of Mathematics. Such mapping indicated a limited number of publications, from 2014 to 2017, with only five journals. Therefore, it is considered necessary new searches that can discuss the flipped classroom and the influences of this one in the teaching of Mathematics. [ABSTRACT FROM AUTHOR]

Holding a theory means to know its core concepts, the questions it seeks (allows) to answer, and its paradigms. However, developing research in a particular theoretical perspective means more than that. Consistency is required between what is said and what is practiced. This paper addresses it. Appropriation of the theory of didactical situations by two researchers in mathematics education that are experiencing different moments of academic career is discussed. One of the researchers reports the stumbles and enthusiasm in a new theoretical trajectory, the other one discusses how she deals with the theoretical issues she proposes to study and practice. In this text, we provide considerations of both the young researcher about her process of paradigm transformation and the researcher responsible for assisting her in this trajectory. [ABSTRACT FROM AUTHOR]

Grounded on the philosophy of language of Wittgenstein and some of his commentators, this paper aims to discuss the calculation and the mathematical writting in situations of teaching and learning. In different contexts, learners must mobilize different techniques: in everyday life, on the market, for example, the student solves "calculations in his head" in their commercial relations; in school, students must learn to do calculations on paper and they learn to objectify/formalize the calculations using mathematical writing, learning, thus, a new skill. This fact shows that when the student has success with calculations in your everyday life and do not perform well in school, this means he lacks skills to work with mathematical writing. We seek to show also that in both situations, both in the calculation in the head as in the calculation on paper, it is not an internal mental process, once the student applies rules in the public domain that are learned. [ABSTRACT FROM AUTHOR]

This paper is the result of a theoretical study and its aim to present the ideas and principles of Realistic Mathematics Education (RME) - the Dutch approach to teaching and learning mathematics. The RME is subject of GEPEMA's research - Group of Study and Research in Mathematics Education and Assessment - and supports their theoretical perspective with regard to the teaching, learning, and assessment processes. This article presents aspects of RME's context and the general principles. As a result, we present an overview of the six principles for RME, which are discussed in this paper. An intention is to promote research by the dissemination of the main ideas of this approach. [ABSTRACT FROM AUTHOR]

This paper presents preliminary findings of an instrument called "trigonal sector" which was described by John Chatfeild in his treatise entitled The Trigonall Sector, published in 1650. It points out some didactic potentials of "trigonal sector" especially for the teaching of geometry. The instrument allows students to explore different properties of triangles considering their angles. This paper raises the hypothesis that the operation with the instrument associated with an educational organization -- it based on the relationship between the context in which mathematical concepts show in the document and the movement of thought in the formation of these concepts -- can lead the student in a fruitful way to the process of analysis and synthesis, that is essential for the concept formation. [ABSTRACT FROM AUTHOR]

This paper aims to discuss mathematical legitimacies as an answer to some questions about "mathematics of the mathematics teacher" as a way to think the mathematics in the mathematics teacher education. In this discussion, we approach the notions of mathematics of the mathematics teacher, mathematics of the mathematician and mathematical activity according to the Model of Semantics Fields, through hypothetical comments about the realization of a task, based on history of mathematics, involving irrational numbers. In conclusion, we argue about the possibility to consider the characterization of mathematical activity as a way of understanding the sharing of legitimacies between mathematics practiced by mathematics teachers and mathematics practiced by mathematicians. [ABSTRACT FROM AUTHOR]

With the passage of time and deepening in several areas of study, there is the constant evolution in the way to conduct research. Thus emerging new methodologies that aim to present perspectives not yet allowed by previously known methodologies. It is in this context that the Didactic Engineering is located. The principles of this research methodology generate the guiding question of the research carried out: What are the characteristics of the researches presented at the Brazilian Meeting of Postgraduate Students in Mathematics Education (EBRAPEM) that make use of Didactic Engineering as a methodology? In this paper, we present the results of a research that aimed to investigate the characteristics of the research works that used Didactic Engineering as a research methodology taking into account the objectives of the research that make use of it and classifying it as Learning difficulties or Didactic proposals, the latter with or without the use of an auxiliary instrument. The information was produced by means of a survey of the works of EBRAPEM, from 2014 to 2016. The analysis of the data indicated a quantitative panorama on the use of Didactic Engineering as methodology and qualitative about what purposes is studied making use of this methodology. [ABSTRACT FROM AUTHOR]

This paper describes a qualitative investigation that had as subjects a group of Mathematics teachers of Public Basic School who voluntarily participated in a continuous education initiative. The aim of the research here described was to constitute didactic strategies through which the teachers could improve / re-significate their knowledge about a theme of Euclidean plane geometry, homothety. The subjects participated of several activities with the use of digital and non-digital technologies, through virtual interactions and regular ones, under a convergence regime, within which they could constitute an investigative path that allowed them to make progress in relation to the knowledge that had on the subject, mainly through the formation of collective composed of teachers and technologies, as well as from the development of fluency in relation to the interfaces at play. [ABSTRACT FROM AUTHOR]

This paper aims to analyze research texts from the methodological trajectory in the field of Mathematical Education which has been developed through the description language of Basil Bernstein in Bahia. The methodological design adopted has involved a qualitative approach, through documentary analysis. As for the results, the analyzed texts suggest that the research using the methodological model of the description language allows a cyclical movement: starting from the theory to shed light on the empiria, thus, it is able to produce the categories previously; legitimizing that the empirical data can broaden the theoretical field, favoring the production of analytical categories raised by the theory and theoretical feedback and empirical field, empiricism and theory dialogue in such a way that one field supports the other, although there may be dialogue with themselves, subsidized by theory. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the concepts of Practice as a Curricular Component (PCC) in the literature, seeking to consolidate this questions in the field of Education, in particular Mathematics Education. For this, we contextualize the idea of the PCC as from legal documents regarding the initial formation of teachers and we show an overview of the research and conceptions of PCC present in the literature. In this movement, we observed the difficulties and distortions in the implementation of hours of PCC in degree courses in mathematics. In addition, we reflect on a specific discipline with hours of PCC, that has as its main topic digital technologies. We advocate that the PCC be effectively present in the graduation, seeking to overcome the dichotomy between specific knowledge and pedagogical knowledge. We emphasize that only public policies are not enough for effective changes to occur in the context of initial formation teacher. [ABSTRACT FROM AUTHOR]

This paper aims at studying the apprehensions and modifications of an elliptic paraboloid in the Dynamic-Graphic Register (DGR) through the environment of dynamic representations Geogebra 3D. To do that, we take aspects from Duval's Theory of Registers of Semiotic Representation as well as a study on paraboloid visualization as a benchmark. We configured the DGR of the elliptic paraboloid and analyzed how apprehensions and modifications develop in such register. We concluded stating that developing apprehensions in tasks that involve the notion of elliptic paraboloid can be done in the DGR, and we empathize that this type of research can be realized with other mathematical objects that may be represented in such register. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to determine the relationships established between the curriculum guidelines documents in Brazil at national level, aimed at students and teachers, considering Stochastic Teaching in Elementary School and based on the Anthropological Theory of the Didactic (TAD) and its ecological perspective. We formulate the ecosystem of Stochastic Education in Guidelines for assessment and instruction in statistics education (GAISE) Report: A Pre-K-12 Curriculum Framework. The results indicate that there is an isolated "orientation" regarding the teaching of Statistics, Probability and Combinatorial Analysis, not converging to the teaching of Stochastics. But, we believe in the expectation of including Stochastic Education in the curricula of teacher training in Mathematics, methodologically and in practice. [ABSTRACT FROM AUTHOR]

This paper presents some results of a doctoral research in progress that questions gender-related marks in the first years of elementary school mathematics curriculum. In an interlocution with contemporary theorizations, the research problematizes the mathematics curriculum; questioning discursive heteronormative gender-related marks articulated to the mathematical knowledge, constructing exclusionary identities in a movement in the discourse analysis. The analytical work on the multiplicative principle of mathematical activities makes apparent the institution of ways of life that imprison the subjects questioned by the discourse of the mathematics curriculum, silencing any representation form out of a discursive norm from a reproductive sexual society. [ABSTRACT FROM AUTHOR]

The aim of this paper is problematizing the space given to rational numbers and the algebraic structure of field in curriculum of prospective mathematics teacher education courses and propose an alterative to rethink the place of this algebraic structure in the mathematics teacher education program. Based on the methodology of documentary analysis, we investigated the syllabus of the compulsory subjects of 14 courses from different regions of Brazil and we could deduce that most of the syllabus bring the algebraic structure of field among the contents to be contemplated in their courses. However, on the other hand, there is some negligence with rational numbers in some of these courses. As one of the results of our research, we propose a sequence of tasks that suggests the reorganization of the roles of rational numbers and the algebraic structure of field in the prospective mathematics teacher education. [ABSTRACT FROM AUTHOR]

This paper analyzes the perspective under which students of Youth and Adult Basic Education (EJA) understand and outline possibilities and interdictions to achievment of an integrated curriculum proposal in Mathematics classes. The empirical material was produced by monitoring a PROEJA class of a Federal Institute (IF) during two academic semesters, recording classes, collecting written productions of students and consultating documents of the institution and of the field of Youth and Adult Education (EJA). We analyse discursive positions that such students assume in the classroom interactions, when simulations are attempted to promote an integration between mathematics curriculum and professional life -- that PROEJA proposal foresees, but school has not yet known how to do. [ABSTRACT FROM AUTHOR]

The objective of this paper is to discuss the theoretical foundation for the use of Moodle plataform in the context of a Didactic Choreography and instructional design. By considering aspects of new media and collaborative challenges faced by teachers and in pedagogical practices in the context of virtual learning environments, we consider Moodle as a pedagogical tool that gives potential contextualization of the concepts of didactic choreographies in the perspective of instructional design. In order to meet the demands of a globalized society that becomes demanding in the use of information and communication technologies, the relevance of this article is structured by the expansion of pedagogical possibilities related to the use of technological resources available using Moodle in distance education. [ABSTRACT FROM AUTHOR]

Through this paper are presented results from several educational research which generate the Mathematic in Context didactic. It is included in didactic phase of Mathematics in the Context of Sciences theory and the research which generated the last one is in the Social Mathematics investigation line. For Mathematics in Context are included their theoretical foundation, their description and their implementation. The interdisciplinary and disciplinary work is persecutes; it has two axis: contextualized and descontextualized, and their work tool is contextualized events which are worked by students collaborative teams, as like learning activities with technology as learning scaffolding. [ABSTRACT FROM AUTHOR]

This paper describes a research study focused on finding out if mathematics students can acquire skills necessary to perform algebraic factorizations by using mathematical software. To answer the research question, a group of lower secondary school students and high school students were involved in mathematical activities where there should calculate algebraic factorizations using the software GeoGebra, then they were asked to look for patterns in the results generated by the software in order to produce a general factorization. After analyzing the results of the experimentation, it was found that students are able to produce general algebraic factorizations, but some of them have some difficulties in doing so. This work is closed by a discussion of the implications of the research results. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to disseminate a fragment of a master's research on the contributions of a sequence of intervention (IS) to the teaching and learning process of statistics for the initial years of schooling. In order to reach the objective presented, a research was developed in a class of students of the 4th Year of Elementary Education of a school of the Curitiba Municipal Network. For this, a sequence of intervention directed to the basic contents of Statistics was worked out. The methodology used in the research is applied, descriptive and the results were analyzed in the qualitative perspective. In analyzing the results of students' performance during the execution of this pedagogical proposal, a significant advance was made in the acquisition of contents, knowledge and knowledge involving Statistics. [ABSTRACT FROM AUTHOR]

This paper aims to present an overview of the contextualization through a meta-analysis of researches, which deal with this concept. We consider researches that address the contextualization from its proposition by public policies through documents, textbooks and assessments, as well as the conceptions and practices developed by teachers and researchers of mathematics education. The analyses have shown a gap between what is epistemologically understood and practice in the classroom. The weakness in understanding what is contextualization has limited teaching to problem solving and application, simplifying concepts in the process of teaching and learning due to not emphasizing the abstraction process arising from the contextualization. [ABSTRACT FROM AUTHOR]

This paper intends to show that, in the 19th century, the appropriation of the decimal metric system by the teachers could happen through arithmetical textbooks before the official recognition of the new weights and measures in Brazil on June 26, 1862. José Joaquim D'Avila attends as one of the defenders of the adoption of the decimal metric system in our country, evidencing his position in one of his books published in 1856. The author highlights the advantages and means of the French system, in a conjugation of efforts to join other followers and defenders of the Decimal System of Weights and Measures. Thus, he would also have clearly a political role. [ABSTRACT FROM AUTHOR]

This paper presents a proposal for the insertion of non-Euclidean geometry in basic education, especially in mathematics classes in primary and secondary education. For the study, the taxicab geometry was chosen because it is easy to understand and because it allows the connection with other contents of basic education, for example, the model of urban geography is directly related to the students' daily life. As suggestions for the construction of this concept were elaborated five activities that led the students to explore this geometry, evidencing the differences between the Euclidean geometry and the taxicab geometry, considered non- Euclidean, to present a differentiated metric. In the last activity, a problem was proposed in which the students should apply the concept of circumference from the point of view of the two geometries to solve it. In spite of being something new for the students, it was possible to perceive a great interest, to make relation with their daily life, besides having a satisfactory result with respect to the rescue of concepts of Euclidean geometry. [ABSTRACT FROM AUTHOR]

This paper aims at describing some results of a study about intuitive ideas of conditional probability of pupils attending the 9th grade. In the study participated 310 Portuguese pupils of the 9th grade (aged 14 years), who answered a questionnaire with several tasks on conditional probability and independence. In this paper we explore just some of the tasks that involve conditional probability. In general, after studied the responses, justifications, and mistakes made by students, the pupils' resolutions show that they have intuitive ideas about the concept of conditional probability in the context of drawing balls of a bag. [ABSTRACT FROM AUTHOR]

The paper analyzes the changes of Mathematics teaching and learning in elementary school and presents the results of investigations that have been carried out by a group of researchers focused on mathematics education in historical perspective. The paper adopts as a theoretical and methodological studies on the Cultural History from authors such as Roger Chartier. The study also considers the research into the history of school subjects, undertaken by André Chervel and Thomas Popkewitz. The historical narrative about school arithmetic since the late nineteenth century to the present day emphasizes the importance of the history of mathematics education in teacher training. [ABSTRACT FROM AUTHOR]

This paper fits the area of Mathematics Education at Higher Education, especially the area of studies concerning the teaching and learning of Differential Calculus. We present, in this study, theoretical elements and teaching approaches concerning the concept of Calculus proposed by David Tall and others, gathered from the development of a panorama including papers written by these researchers. In an introductory way, we present elements about the constitution of this area of Mathematics Education, as well as questions which enhance it. With this paper, the authors hope to have contributed to the consolidation of the area of Mathematics Education at Higher Education in general, and to the GT -- No. 04, because not only do they broaden the diffusion of one theorist but also try to summarize the results of researches. [ABSTRACT FROM AUTHOR]

This paper aims to approach the conception of the discipline Solving Mathematical Problems (RPM) of the State Bureau of Education of Rio de Janeiro (SEEDUC), both in view of the Bureau and of a group belonging to the state network teachers. For this, it was analyzed the Bureau document that guides the implementation of RPM discipline and it was made a profile and opinion brief research with this group of teachers. [ABSTRACT FROM AUTHOR]

This article presents a literature review on the professional knowledge of mathematics teachers and the concept of function. This is a study that is part of a broader research, which had the theme to investigate the knowledge mobilized by teachers, when planning and coproducing classes about the concept of function. The structure of this paper is based on three work-units questions: (a) Which theoretical frameworks do appear in the researches? (b) What understandings of professional teacher knowledge do the researches show us? (c) What do the researches on professional teacher knowledge communicate to us when we think of the concept of function? Among the results presented here, the convergence around certain theoretical and methodological references is indicated, which points to the need to explore new frontiers for the thematic investigated in this research. [ABSTRACT FROM AUTHOR]

The financial education at school has been considered relevant to the formation of individuals and their welfare. The goal of this paper was to register the student’s perceptions about financial education at school. Thereunto, it was accomplished a short course with basic topics of personal finances with young students of Fundamental Education at three schools in Barra do Garças, Mato Grosso. Then, it was gathered information upon students perceptions related to short course. The format and the course time load were considered adequate to topics taught. In relation to financial education, this topic was important to financial behavior reflection and was useful to initiate the family financial debate. Lastly, the students made several suggestions to improve the interventions of financial education at school. [ABSTRACT FROM AUTHOR]

In this theoric-bibliografic paper we want to show considerations about education ideas based on competences, therefore we will debate associated aspects to the Mathematics Competences development by the future engineer based on two perspectives: the Mathematics Working Group from the Société Européenne pour La Formation des Ingénieurs and the theory of Mathematic in the Sciences Context, using a amplified competence focused not only in those related to the mathematics knowledge but also the professional and labor ones, it can be developed in mathematic classes presentes in engineers graduation if they were teached by the Didatic Model of Mathematics in Context. [ABSTRACT FROM AUTHOR]

This paper presents reflections on the teaching and learning of Differential and Integral Calculus notions. By relevant theoretical contributions, we propose activities to address calculation notions as limits and derivatives, taking as a guiding principle an active methodology in the case, the Problem-Based Learning (Problem Based Learning - PBL). Expected to integrate mathematical content and concepts with the university of professional practices, promoting meaningful learning. We believe that by inserting motivators, real or realistic problems, certain obstacles observed in teaching and learning calculus, can be softened as well as contribute to the construction of disciplinary knowledge. [ABSTRACT FROM AUTHOR]

In the research field of teacher education that teaches Mathematics, especially in the international literature, there is a growing and emerging debate about (educational) curriculum materials that can reach teachers on a large scale and at the same time enhance their learning. This theoretical paper aims to present conceptions by which researchers conceptualize (educational) curriculum materials. In addition, we intend to discuss four conceptions on the uses of systematic educational curriculum materials in a study by Janine Remillard, as well as to indicate limits and expand this study, pointing out a fifth conception, which we call recontextualising the text. This conception is theoretically based on Basil Bernstein's model of pedagogic discourse. [ABSTRACT FROM AUTHOR]

The media increasingly use statistical techniques in the dissemination of the most varied information. In this respect, in this paper we have the objective to understand the perceptions of students, of undergraduation, about a communication of information published in an infographic with graphics. Hence, we organized a corpus of analysis for students' responses to a questionnaire. We analyzed the responses through Content Analysis. The interpretation of the categories was carried out with input from the Theory of Human Processing of Visual Information. In the discussion of the results, we sought to raise reflections on the importance of Statistical Literacy to prepare citizens so that they develop skills to read, interpret, understand and criticize media information published in infographic with graphics. [ABSTRACT FROM AUTHOR]

This paper aimed to present the heuristics and biases of Representativity and Disponibility, which, to a greater or lesser extent, may lead to misleading conclusions, and which are linked to the judgment and/or prediction of uncertainty scenarios. The teaching of probability and statistics in secondary education in Brazil has turned to the mathematical form of theory, without discussions and practical situations that would allow a consistent view of theory, facilitates the appearance of biases. The analysis consisted of the application of a pre-test, followed by discussions and activities in the area of probability and statistics, ending with a post-test, to analyze the reasoning of high school students against standards that can lead to errors of judgment. The heuristic resistance was verified more expressively in one type and moderately in another. [ABSTRACT FROM AUTHOR]

This paper presents a study of how researchers conceptualize, or give meaning to the term visualization on the research in mathematics education. The aim is to map and classify trends in Brazilian research on the visualization. For this purpose, we considered the papers presented at the National Meeting of Mathematics Education (ENEM). Finally, we emphasize that a new theoretical tendency has been argued to deconstruct the founding principles on which was built the concept of vision and perception, and also to promote a new theoretical approach to the research on mathematical visualization. [ABSTRACT FROM AUTHOR]

The paper presents discussions about the use of Textual Analysis Discourse in production data research in mathematics education area, highlighting its relevance and contribution to this area of knowledge, its main settings and route proposals, as well as the limitations and problems that the researcher who chooses by this method may face. For this purpose, we take based on the thesis Palanch, defended in 2016, which conducted a research on mapping mathematics curriculum from 1987 to 2012. The use of Textual Discourse Analysis shows that the construction of new texts helped the perception of non-linearity of the production and dissemination of knowledge, finding convergences, divergences and gaps of those surveyed work. [ABSTRACT FROM AUTHOR]

The article deals with a research developed under the Master course in order to reconstruct, in the perspective of Cultural History, a history of mathematics teaching at the Taylor-Egídio junior high school (CTE) in Jaguaquara, Bahia, in the period from 1950 to 1969. However, in this paper, we will solely discuss the teaching of mathematics in the mid-50s of the XX century, at the CTE. From the school's main documentary source, the diaries of the math class, the research enabled to identify that the impacts of the Capanema reform were still present in the 1950s, in the high school mathematics curriculum of this educational institution. [ABSTRACT FROM AUTHOR]