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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]

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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]

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]

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]