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This article sought to map the compositions woven, over the last 10 years, between mathematics and the philosophy of difference, in the works published in the annals of the Mathematics Education working group (GT-19) carried out by the National Association of Postgraduate Studies and Research in Education (ANPEd). During this period, five meetings took place, totaling 87 works presented, nine of which were designed and woven based on the philosophy of difference, more precisely on the thoughts of Giles Deleuze and Felix Guattari. It is noticeable the predominance of works by the Group of the University of Juiz de Fora, called "Travessia". Of the nine works presented, five problematize teaching and learning in the classroom, three were created after the training meetings and one was an invitation to discuss possibilities for building bridges and resisting the necrophilic policies that have devastated Brazilian education in a of a conversation between the participants of the 40th ANPEd GT-19 Meeting. It is concluded that there is a minor mathematics concerned with the movement of forces that resist and re(exist) from the perspective of a less prescriptive and more inventive mathematics. [ABSTRACT FROM AUTHOR]

The specialized dimensions of mathematical and pedagogical knowledge held by teachers are under scrutiny as we aim to depict the content of knowledge disclosed by participants engaged in a formative process with a specific focus on Measurement topics. Employing the framework of Mathematics Teacher's Specialized Knowledge (MTSK), this study delves into and expounds upon the knowledge unveiled by a cohort of educators as they tackle a Training Task embedded within a professional development course catered to Early Childhood Education teachers in Brazil. The outcomes of this investigation yield a more refined categorization of teacher knowledge, intimately linked to the topics (KoT), by meticulously examining the intricate facets of this knowledge, encompassing definitions, properties, and fundamental principles. Additionally, this research project presents a collection of knowledge descriptors that bring to the fore the nuances and specificities of this crucial aspect of teacher knowledge, particularly as it pertains to Measurement topics, thus facilitating a comprehensive mapping of the structural and foundational elements within this knowledge domain. [ABSTRACT FROM AUTHOR]

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Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana 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 Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF 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.)