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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 argue that statistical sense is particularly needed in the COVID-19 era, when we receive continuous information about the evolution of the pandemic through a wide variety of statistical data, graphs, and tables. Citizens need to confront the arguments based on statistical information to understand decisions that may change every few days. Moreover, students should have adequate statistical and graphical training at any stage of their education to become critical and reflective citizens when facing this type of information. In this paper, we examine some examples of different ways in which this graphic information is distributed in different media and analyse the components of statistical sense needed by students to understand and make decisions based on them. We also argue the need to complement the teaching of statistics with the study of a more complete range of graphs than those included in the curriculum. Finally, we propose that these graphs provided by the government, media, and international organizations are used by teachers as didactic resources to increase the statistical sense in their students. [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]

This article aims to reflect on how critical mathematics education has been discussed in teaching processes and in the pedagogical practice of teachers in the early years of elementary school. For this purpose, it presents an exploratory study based on the mapping of Brazilian scientific productions that addressed teaching of mathematics in the Critical Perspective. 174 papers were analyzed, including articles, dissertations and theses from the National Bank of theses from the Coordination of the Improvement of Higher Education Personnel (Capes) and from the Scientific Library Electronic Online (SciELO) in the period from 2002 to 2019. These works were categorized according to the subjects/focus of the research based on this organization. We identified the educational levels in which teaching mathematics from a critical perspective is discussed more frequently, which made it possible to foster reflections on the need to conduct research on this theme in levels less frequently. For interpretative analysis, presentation of results and survey of discussions on the theme in the early years of elementary school, we selected 11 papers. The results showed that there is a tendency to relate Critical Mathematics Education to activities that discuss Mathematical Modeling or Financial Mathematics. Critical perspective, dialogue is seen as an indispensable communication pattern for the collective investigation and reflection process, as it promotes the development of autonomy and the formation of critical citizenship. [ABSTRACT FROM AUTHOR]

This paper aims to investigate and map the scientific production of research carried out in the area of Statistical Education published in the annals of the International Seminar of Research in Mathematical Education - SIPEM in the Working Group - Statistical Education (GT12) of the Brazilian Society of Mathematical Education (SBEM) in the last eighteen years. The choice of this event is due to its importance for the research area of Mathematical Education and Statistical Education. In this sense, a research was developed that allowed to systematically categorize and map the 61 works published in GT12 - Statistical Education - presented in all editions of the event carried out so far, to identify thematic trends, researchers, institutions and content addressed. Its was identified 5 thematic focuses and 20 thematic subfocus. It was evidenced that the greatest number of papers presented at the event come from the Postgraduate Studies Program in Mathematics Education of Pontifícia Universidade Católica de São Paulo followed by Universidade Federal de Pernambuco and by Universidade Cruzeiro do Sul. [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]

This paper results from a final essay for the pedagogy degree at the Agreste Campus of the Federal University of Pernambuco. The research aimed to understand the place of dialogue in mathematics classes from the point of view of teachers of the early years of elementary school. Based on the concept of dialogue from the Freirean theory and critical mathematics education, we initially conducted a semi-structured interview with five teachers in a state school in the Pernambuco Agreste area, Brazil. Afterward, we requested them to answer two activities. The first consisted of observing two pictures of teachers in a task in the classroom and proposing modifications, whether they considered it necessary, so that the pictures portrayed their mathematics classes. In the second, we asked them to elaborate an activity based on a given image. As the Freirean theory and critical mathematics education proposed, teachers' voices bring dialogue elements, although they did not explicitly use the term. The most emphasised elements are the interactions between teacher and students and between students and community, and establishing the relationships between teaching and students' realities. [ABSTRACT FROM AUTHOR]

As teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers' praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering. [ABSTRACT FROM AUTHOR]

In this paper, we discuss some aspects presented by visually impaired students about their inclusive schooling focusing on mathematics. Four subjects, current higher education students, answered semi-structured interviews we prepared guided by a script of questions constructed with subsidies from a previous bibliographic review. In the analysis, we used the assumptions of content analysis, and to expose our results, we used categories listed through the convergences existing in the statements of the respondents. The categories identified were: the teaching differentiation of school content and activities between visually impaired and sighted students; the teachers' lack of knowledge of the educational needs of the visually impaired student; negligence/omissions in teaching visually impaired students, including their learning; isolated attempts at teaching support as a reflection of the lack of broader collective school work. [ABSTRACT FROM AUTHOR]

This paper presents the results of a qualitative investigation, in which future mathematics teachers could (re)formulate and solve a guiding problem with the use of digital technologies, designed by their supervisors, to discuss and reflect on such an experience and produce knowledge. Throughout the process, they worked together collaboratively, used digital technologies, and discussed and reflected as they made decisions. This experience contributed to (re)build the conceptions about problem (re) formulation and solving with the use of digital technologies, the design of open problems, and the approach of themes of social relevance, which foster the teaching and learning of mathematical knowledge. [ABSTRACT FROM AUTHOR]

In this paper, we present some results of two study and research path (SRP) implementations which begin with a question related to mathematics and economy. We consider primarily the characteristic didactic gestures of an SRP, called dialectics. They are described qualitatively and then bivariate statistical technics are used to establish possible associations between them. The so-called didactic gestures of reading and writing are the ones most associated with those of the study and research and to go intoout the mathematics and the economy, and also to establish which knowledge to study and how, in order to answer the derived questions in the SRP. [ABSTRACT FROM AUTHOR]

In this article we reflect on the representation records that intervene in the study of curves and surfaces, as reference mathematical objects, exploring the Sieve-Geometric technique. For this, we analyse the GeoGebra software and the practices of the students of a Master course in Mathematics Education to solve a problem using the paper/pencil environment. The results show that students have mastery of their geometric thoughts in the treatment of objects in the two-dimensional plane, but present difficulties in the representation of geometric objects in three dimensions, which are manifested in the inadequate mobilization of geometric thoughts on the curved and surface sieve, delimiting the geometric object involved in the problem, both in Spatial and Analytical Geometry. [ABSTRACT FROM AUTHOR]

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]

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]

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]

The new generation of students, called "digital natives", is involved in the most varied types of technology, so promoting the use of technological resources during classes is an essential activity to generate good interaction and promote knowledge in a contextualized way. Thus, it is important to investigate the use of mobile applications, which are so accessible resources today, in the pedagogical practices of the mathematics education professional and to ascertain the teaching knowledge that are present in this process. In this sense, this paper aims to analyze the perception of academics of the degree course in mathematics regarding the use of mobile technologies for teaching functions in mathematics. After some activities involving families of functions, academics produced texts of opinion, the analysis of this material, in the light of Discursive Textual Analysis, revealed that the association of these technology resources promotes improvement in professional training, since the presence of essential knowledge related to teacher's profession is verified. [ABSTRACT FROM AUTHOR]

This paper aims to present a State of Knowledge of scientific production on teacher education in special editions and a Statistical Education journal. In the content analysis of the 17 selected articles, two categories were considered. In the first, which focused on the initial formation of the Mathematics teacher, researches emerged about the undergraduate curriculum, pedagogical strategies, and technological resources. While in the second, in which the continuous formation of the teacher that teaches Statistics was observed, investigations about formation courses, collaborative contexts, pedagogical activities, teaching perceptions and characterization of these profiles, have also emerged. We identified a leading role in studies about continuing education, especially through courses and collaborative practices. [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]

In this paper, we present a methodological proposal of the design of an SRP, based on the paradigm of questioning the world and inspired by the methodology for the design of didactic activities based on mathematical modeling Consuelo Macias (2012). The analysis of a course of automatic control turns out to be a key element to determine the generatrix question that motivates the SRP. The analysis a priori shows the form in which the students might develop three stages of SRP and to use the differential equations to control the speed of an engine of direct current. The methodological proposal for the design of an SRP, it is considered to be useful for the vocational training. [ABSTRACT FROM AUTHOR]

The aim of this paper is to present partial results of an ongoing study, which investigates the teaching of polynomial factoring through analysis of didactic and mathematical praxeologies, institutional and personal relationships developed for their study, based on Brazilian official documents and textbooks for future intervention with a group of mathematics teachers and high school students. We take as theoretical foundation the anthropological theory of the didactic and as a methodology, study and research paths (SRP) by Chevallard and collaborators. [ABSTRACT FROM AUTHOR]

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators' pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators' PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers. [ABSTRACT FROM AUTHOR]

In this paper, we seek to identify some elements of a professional teaching logos regarding rigour and point out an axiological dimension of this logos. In contrast to a more autonomous approach to rigour in the field of mathematical production, many teachers' justifications to their expectations about rigour are based on ethical or aesthetical grounds. The exploration of a possible link between this axiologisation of rigour and the social reproduction of the profession of mathematics teacher is also considered. [ABSTRACT FROM AUTHOR]

The paper approaches the digital technologies use perspectives in the mathematics teacher initial education with emphasis on professional practice in basic education. The analysis was guided by theoretical perspective of technological, pedagogical and contend knowledge of Mishra e Koehler. Thus, we realize the investigation in the course of Mathematics Licentiate of a federal public university of the State of Santa Catarina, Brazil, on which examined institutional curriculum documents and teaching plans of all disciplines. Furthermore, we examined empirical material constituted from questionnaires and interviews realized with teachers and students. The results pointed four perspectives of articulation of the technologies to de pedagogical and content knowledge. The analyses and discussion about these perspectives indicate that the articulation between pedagogical, technological and content knowledge in the formative activities contributes to the teacher initial education in direction to professional practices changes. [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 have to aims to analyze and present the possible results of the Polyhedra's praxeology teaching, evidenced as geometric solid, proposed in a didactic book (LD) of mathematics from the Second year of High School. For this, we adopted as Institutional Analysis & Didactic Sequence methodology. As theoretical foundation, support the Anthropological Theory of Didactics, in its praxeological and ecological aspects, aiming to identify the different types of tasks, techniques, technologies and theories present in the Polyhedron's praxeology. The results show that the work of the authors of the DB reveals a complete usual praxeological organization of Polyhedron, starting from the presentation's theoretical of the proposed contents. The tasks' types presented are based on the direct application of techniques presented in the praxis block. Emphasizing that DB is one of the didactic resources of excellence for research in Mathematics Education, in the sense that the Researchers and Teachers can know it better from a praxeological analysis. [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 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]

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 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]

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]

Through this paper are presented results from several educational research which generate the Mathematic in Context didactic. It is included in didactic phase of Mathematics in the Context of Sciences theory and the research which generated the last one is in the Social Mathematics investigation line. For Mathematics in Context are included their theoretical foundation, their description and their implementation. The interdisciplinary and disciplinary work is persecutes; it has two axis: contextualized and descontextualized, and their work tool is contextualized events which are worked by students collaborative teams, as like learning activities with technology as learning scaffolding. [ABSTRACT FROM AUTHOR]

In this theoric-bibliografic paper we want to show considerations about education ideas based on competences, therefore we will debate associated aspects to the Mathematics Competences development by the future engineer based on two perspectives: the Mathematics Working Group from the Société Européenne pour La Formation des Ingénieurs and the theory of Mathematic in the Sciences Context, using a amplified competence focused not only in those related to the mathematics knowledge but also the professional and labor ones, it can be developed in mathematic classes presentes in engineers graduation if they were teached by the Didatic Model of Mathematics in Context. [ABSTRACT FROM AUTHOR]

The article deals with a research developed under the Master course in order to reconstruct, in the perspective of Cultural History, a history of mathematics teaching at the Taylor-Egídio junior high school (CTE) in Jaguaquara, Bahia, in the period from 1950 to 1969. However, in this paper, we will solely discuss the teaching of mathematics in the mid-50s of the XX century, at the CTE. From the school's main documentary source, the diaries of the math class, the research enabled to identify that the impacts of the Capanema reform were still present in the 1950s, in the high school mathematics curriculum of this educational institution. [ABSTRACT FROM AUTHOR]

The teaching of mathematics depends on many variables: the public to which we address, the inner structure of the discipline, the historical evolution of the concepts and procedures, etc. Thus, history of mathematics is an important and interesting tool in order to design classroom activities. In this paper, we focus on a simple and classical geometric proposition: the sum of the inner angles of a triangle is equal to two right angles. In particular, we present five historical fragments related to this result, we analyze the from a didactical point of view and we present some activities, based on them, addressed to a wide range of students; from primary pupils to prospective teachers. [ABSTRACT FROM AUTHOR]

This paper presents a reflection with pre-service mathematics teachers from two Brazilian public universities about motivation in the classroom. First, we suggest reading a text by Rubem Alves and propose a group dynamics with pre-elaborated questions. It is interesting to notice that students have the same issues in different classrooms in the country. Students believe there is motivation in the three teacher knowledges described by Fiorentini (2005). Finally, we emphasize that the discussion presented in this article led us to reflect on our teaching practice and motivation to follow this career, besides reflections from students. [ABSTRACT FROM AUTHOR]

This paper describes an investigation under the qualitative approach, involving the use of software SuperLogo by a group of teachers of basic education in public schools, specifically in order to understand how those teachers, in activity on mathematical problems, acquire fluency in the use of interface and think mathematical questions from use of digital technologies. The theoretical framework of the study had as reference the Theory of Didactic Situations, the humans-with-media construct and contributions about the cycle of use of digital technologies by mathematics teachers. The results indicate that teachers were able to expand the connections between mathematical knowledge available to them and the development of fluency in relation to the interface; in the same way, the teachers began to express thoughts that indicated the connection of your knowledge with the use of software, which led them to indicate the possibilities of use of such resources with their student groups, in the development of mathematical topics. [ABSTRACT FROM AUTHOR]

In this paper it is discussed the potential of supervised training as a learning locus of \ in teaching, having the shared planning of actions as an organizer of mathematics teacher's activity in initial training. Discussions were made in light of the historical-cultural theory and the theoretical-methodological proposal of the Guiding Teaching Activities. Data were obtained by conducting a formative experiment with teachers enrolled in the Supervised Curricular Training Course II of the senior year of the Mathematics Bachelor Degree at the State University of Goiás -in Quirinópolis. It is noteworthy that the training process, structured in an organized teaching, based on a shared planning of educational actions allowed the following: the learning of mathematical concepts offered to students from the field school and the mathematics teacher pedagogical activity development in the school reality in which s/he was immersed. [ABSTRACT FROM AUTHOR]

This paper presents some results of a poll developed during the PhD of the author who, in 2010 in France first defended the study of the interrelations between the numericalgebric and geometric domains (NAG) in teaching Mathematics. This research aims to analyze how teachers use and guide students on how to use the NAG and study how the use of such interrelations can facilitate the teaching-learning process of Mathematics. Based on the theory of educational anthropology developed by Yves Chevallard we began with the hypothesis that there is an educational emptiness about these interrelations as tool and object. We presented some of the teaching practices features about NAG in the context of the Observatory of the Numeric Practices initiated by Bronner & Farias (2007). From data collected in this survey, in which methodology was the clinical type, I approached and analyzed mathematical objects based on some data collected by a professor and his students in a class, when searching thanks to the NAG. The work included a historical and epistemological study, a study of curricula and textbooks and teachers' practices. Through this work, we tried to highlight the current conditions of teaching, and noticed a problem, which doesn't seem didactically identified or even underestimated by teachers as regards the role of interrelations between the different mathematical domains. This work reveals that, despite the empty course, interrelations are present in the practices of teachers, that they have a place and an important role in teaching Mathematics. This emptiness may constitute an obstacle for students in performing activities which involves both the numeric-algebric and geometric domains but, also, in the construction of a new knowledge. [ABSTRACT FROM AUTHOR]

This article is an excerpt from a doctoral research that investigated learning revealed by some teachers who teach mathematics to children, in a learning environment, focusing on Stochastic. This term refers to the interface between combinatorial, probabilistic and statistical concepts, which enable the development of particular ways of thinking, involving random phenomena, interpretation of samples and drawing of inferences. In this paper, we present the practical shared by three teachers of the early years of elementary school, working in the Municipal Secretary of Education of São Paulo. We analyzed the teachers' learning through their oral and written narrative concerning the preparation of proposals for addressing stochastic ideas in childhood. The learning evidenced demonstrates that knowledge of the specific content generates and mobilizes actions in the professional environment of the teachers. [ABSTRACT FROM AUTHOR]

In this paper we present the main results of a Master thesis that investigated the meanings of the concept of equation that Mathematics Teachers have in your concept image. This research was based on the work of Ribeiro and of Tall and Vinner, and the data were collected through semi-structured interviews, which contemplated mathematical situations concerning the concept of equation. Among the main results we highlight that our teachers presented, basically in their concept images, meanings Procedural-Technicist and Intuitive-Pragmatic. Finally, we plan, starting from our research, to propose reflections that will lead to a broader discussion of the concept of equation for Mathematics Teacher Education. [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]

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]

This study aims to present an experience from a problem solving activity, carried out with 4th year students of a private Elementary School in the city of São Paulo. Through an analysis interpretative of the transcription of the utterances of the students and the teacher, it was possible to confirm the position of linguistics and mathematics education scholars about the importance of communication and interaction in social and cognitive development of individuals, particularly in this case, of students in a math class. The teacher's role as a conductive agent of interaction and construction of students' knowledge was also the object of analysis in this paper. [ABSTRACT FROM AUTHOR]

In doing teaching courses in Mathematics, we can see daily - between students and faculty - the perception that the Supervised summed up as only a moment in which students are sent to school and put into practice all the theory studied graduation. Search in this paper show that the supervised perception is not limited to the above: in fact, he has a strong pedagogical action in teaching practice, in which knowledge and skills essential to show the formation of future teachers, and its appropriate achieved a relevant factor in this training. We also emphasize the importance of preparing future teachers for the initial contact with the establishment of educational technologies and teaching appropriate for this use. [ABSTRACT FROM AUTHOR]