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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]

This paper is theoretically driven by doctoral research data. The corresponding doctoral research involved fifteen participants who live in Brazil: immigrants and parents of immigrant students from Haiti and Venezuela and mathematics teachers in schools with immigrant students in São Paulo (Brazil). The research aims to consider socially and racially structured exclusions, to discuss perspectives and approaches, and to challenge mathematics education with immigrant students towards inclusive actions. Thinking about what inclusion and inclusive mathematics education with immigrant students could mean goes toward glimpsing the roots of what can obstruct such a process, which means taking the path towards unwrapping the processes of exclusion and violence against the immigrant population. Immigrants’ and teachers’ voices will be heard in this article to support discussions about the issues around inclusive mathematics education. I present situations that illustrate that microexclusions may accompany the inclusive context in subtle practices. Microexclusions tend to isolate people in a given environment, even if that environment is considered inclusive. This paper aims to discuss a crucial situation: the barriers to including immigrant students have to do with various levels of oppressive social structures. I identify four types of microexclusion related to immigrants having to do with exoticization, misleading identification, second-class citizen treatment, assimilation, and misprise. [ABSTRACT FROM AUTHOR]

Intending to explore the terminologies, practices, and attitudes that permeate neurodivergent students’ inclusion and are shown in the mathematics teacher’s vocabulary, this paper presents a study that answers the following research question: Which assumptions can we identify in mathematics teachers’ vocabulary regarding autism? The data produced in the study consisted of registers by eight mathematics teachers from two public schools in the city of São Paulo answering an online questionnaire. The analysis assumes the principles of neurodiversity as a theoretical framework. It identifies three assumptions in the vocabulary of the participating teachers: (1) the recognition of needs arising from neurodivergence as a criterion for validating teaching practice, with the search for adjustment, adaptation, and pedagogical support that complements the school inclusion process; (2) the introduction of terminologies derived from the neurodiversity movement; and (3) medical explanation aligned with definitions and related descriptors in healthcare manuals. We conclude that neurodiversity is a movement with the potential to bring about such changes in the educational scenario. Still, as mathematics educators, we are incited to think how close we are to the sociological and critical ground in which this movement originates. [ABSTRACT FROM AUTHOR]

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]

This paper, a written version of the opening conference of the IX CIBEM (Congresso IberoAmericano de Educação Matemática), presents and discusses three items to integrate an agenda for Brazilian mathematics education: (a) the need to search new dimensions to objects, approaches, strategies and methodological frameworks for the researches related to the education of teachers who teach mathematics; (b) the need to pay greater attention to the historiographical perspective, valuing studies developed in the field of history of mathematics education and including this perspective in educational policies; and (c) the possibility of incorporating dissemination and popularization among scientific projects of the field and, more specifically, in professional graduate courses that, with this, would have the opportunity to reconfigure and/or take care of their objectives and intentions in a more precise way. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the estrangement caused by the mathematics of the mathematician as a possibility for the education of pre-service early years and primary teachers, from two autobiographical narratives. The narratives were produced from the didactic actions of the authors in two bachelor's degree in education courses, reporting the interactions with the students that took place in classes that had Peano axioms as objects of discussion. The analysis of this material is carried out according to the procedure characteristic of the model of semantic fields (MSF). In the discussions, we present our understanding of the mathematics of the mathematician and the main notions of the MSF mobilized in the analysis. We then highlight the links between the discussions that we carry out here and what is shown in the related literature. We consider that the mathematics of the mathematician enables an expansion of the mathematical lucidity of pre-service early years and primary teachers by providing them with the expansion of their repertoires of legitimate ways of producing meaning. We also present considerations concerning the mobilization of the MSF as a theoretical reference in the scope of the philosophy of mathematics education. By focusing on epistemological aspects of the interaction between teachers and students, this theoretical model contributes to the discussions in this region of inquiry. [ABSTRACT FROM AUTHOR]

In this paper we investigate how the planning and implementation of a mathematical modeling activity that includes information processing, based on the Documentational Approach to Didactics is. The activity analyzed was planned by teachers in continuing education within the scope of a discipline of Mathematical Modeling of the Master's in Mathematics Teaching of Universidade Tecnológica Federal do Paraná. The activity was implemented in four classes with a group of the 7th grade of elementary school by a pair of teachers. The data that supported our analysis came from audio and video recordings of the planning and implementation of the activity, the recording of the lesson plan, the reports delivered by the 7th grade students and a questionnaire about the activity. Through qualitative analysis supported by the Documentational Approach to Didactics and Trees of Association of Ideas, we show that the plan initially structured by the pair was re-elaborated considering suggestions from other teachers in continuing education prior to the implementation of classes, necessary changes during classes and subsequent suggestions to classes with the reports of the pair in a conversation round of the discipline. [ABSTRACT FROM AUTHOR]