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This article focuses on initial teacher education, in the development of teaching study tasks, especially related to the end-of-course work. The research question is: Which reasons support the mathematics undergraduates' choices for the theme and development of the end-of-course work? In connection with the problem, this research analyzes the reasons that justify undergraduates' choices in the production of that work. The text is based on historical-cultural theory, with emphasis on the psychological and didactic principles of activity theory, on the development of students' reasons and meanings when faced with the social meanings of initial education. The methodology is developed through a formative pedagogical intervention carried out with two mathematics undergraduate students. The data production has an empirical reference in the transcripts of interviews and moments of collective advice for the development of academic work materialized in article format. The analysis is carried out from the perspective of historical-dialectical materialism, which demonstrates results through the reasons that lead students to create meanings of their experiences in the development of initial training, especially during the training processes throughout graduation. In addition to these cases, the persuasion of peers was also observed, demonstrating relationships on the theoretical-methodological/ideological orientations in their perceptions about the pedagogical activity in the interventions carried out. [ABSTRACT FROM AUTHOR]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we report the experience of a mathematics teacher educator, who is a mathematician, while teaching the Euclidean Division Algorithm Theorem in a Number Theory course for prospective mathematics teachers. Considering that the knowledge of a Mathematics teacher is specialized, from the perspective of the Mathematics Teachers' Specialised Knowledge model, we intended to identify which knowledge is mobilized when the teacher educator addresses this algebraic result. Some activities were conducted by the professor in an attempt to understand how the prospective teachers performed the division of integers before, during, and after knowing the theorem; our analysis focuses on these different moments. Regarding the prospective teachers' knowledge, it was possible to observe, primarily, knowledge related to procedures involving the algorithm. However, throughout the conducted activities, they were able to establish different connections concerning the Euclidean Division Algorithm Theorem. About the teacher educator, we emphasize that his mathematical and pedagogical knowledge, combined with the goal of effectively prepare future Mathematics teachers, has the potential to promote specialized knowledge in the prospective teachers regarding the subject matter. [ABSTRACT FROM AUTHOR]

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers information on the fourth issue of the journal Educação Matemática Pesquisa published in 2023. Topics include the celebration of the 25th anniversary of the Postgraduate Program in Mathematics Education at PUC-SP and the achievement of the Qualis A1 award in the Quadrennial 2017-2020 evaluation. The thematic issue, proposed by the GT13 - Difference, Inclusion, and Mathematics Education Working Group of the Brazilian Society of Mathematics Education.

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação Matemática Pesquisa is the property of Pontificia Universidade Catolica de Sao Paulo, Programa de Estudos Pos-Grad. em Educacao Matematica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)