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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.)

This paper aims to make discussions about the Potential Didactic Contract (CDP), which refers specifically to the Didactic Contract present in the textbook approach. This contract is not originally defined in the literature, and its definition is a contribution of this study. We consider that the Textbook is written as a function of teacher and hypothetical students, having intentions on how knowledge should be negotiated in the classroom. Based on this assumption, we propose the definition of contractual elements, already discussed in the literature, from the perspective of the Book. Didactic, that is, expectations, potential contract rules, evidence of breaches and evidence of contract effects. The Potential Didactic Contract presents a fruitful field for the investigation of the Textbook from the perspective of the Didactic Contract. [ABSTRACT FROM AUTHOR]

The objective of this paper is to present a characterization of algebraic competence articulated in levels and development indicators. This characterization was used to analize the mathematical practice of inservice teachers of mathematics. Through a qualitative and exploratory research design, the algebraic competence in the teachers on high school (with students between 16 and 19 years old) is investigated and described. The results suggest that teachers present inconsistencies when solving tasks that demand a level three of algebraic competence, so the articulation of training programs based on this proposal will contribute to the development of algebraic competences in teachers of mathematics. [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]

This paper reports a research carried out teachers and students of mathematics of high school education in order to diagnostic the main difficulties that have been occurring in the teaching and learning process of mathematics, in some public and private schools, in Divinópolis, Minas Gerais. It were analyzed, in form of participative research, interviews and questionnaires the perception of students and teachers in four schools of the urban area of the municipal district. It was mainly noticed that there is difficulty with regard to ordinary language of the students and the mathematics usual language which makes difficult the comprehension of mathematics texts and question proposition. It was also possible to verify that students who have difficulties in assimilating the subject, little time to study the discipline and engagement in the studies. The teachers also consider the relevance of your participations, that you should be more together with the involved student community and, that the graduation courses are weak and inefficient. Therefore, they need a continuous formation through courses, seminars and meetings which would be productive to update their knowledge and effectiveness in teaching work. [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.)