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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, the contributions of the Anísio Teixeira Institute for the development of mathematical education in Bahia are discussed. It uses bibliographic and documentary analysis as a methodological procedure. The first part deals with the process of creating and installing the IAT; then the activities of the period from 1983 to 1987, in which they were implemented and consolidated, are discussed; and, finally, the activities of the quadrennium from 1987 to 1991 are discussed, during which time their dynamization occurred. The article shows that, in its early years, the activities of the IAT were directed mainly at the demands of the initial series of education, linked to the process of reduction of illiteracy, evasion, action of lay teachers, mapping and organization of structures and demands educational institutions of the State of Bahia. [ABSTRACT FROM AUTHOR]

This paper presents a part of a research whose objective was to present and discuss aspects of the use of proof-writing-in-phases with cheating as a teacher strategy in initial teacher training. For that, Realistic Mathematics Education was taken as an approach to teaching. The interventions inherent to the stages reduce the utility of cheating because they individualize the exam. Within the context of that teacher strategy, cheating misses its purpose, since the exam carried out in stages eliminates the rule of noncommunication. [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 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 means to elaborate a history that emphasizes relationships among national journals about the mathematical teaching and movements in Mathematical Education. It relates scientifical journals that approach the teaching and learning of the mathematics, since the nineteenth century. After this, it analyzes the Boletim GEPEM, in the period from 1976 until 2006. [ABSTRACT FROM AUTHOR]