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Mathematics and Didactics: Reflections on Teacher Education, Professional Knowledge, and Teacher Professionalization

Cusati IC;

Santos NEP;

Silva SM;

Sousa CB.

RECREATIONAL MATHEMATICS IN THE TRAINING OF MATHEMATICS TEACHERS FROM THE PERSPECTIVE OF THE THEORY OF OBJECTIFICATION

Bezerra MCA.

| 832-842

The theory and practice movement in teaching learning: Lesson Study in the graduation and professionalization of Mathematics teachers

Campos Cusati I;

Elisa Portes dos Santos N;

Campos Cusati R;

Ferreira da Silva J.

Teacher as a mediator in a high school community of practice that produces digital mathematical performance

Gregorutti GS;

Miskulin RGS.

Continuing education of teachers and the curri-cular document of Roraima: Mathematical kno-wledge in early childhood education

Magalhães VO;

Bacchus JN;

Bulcão BAP;

Sousa FAO.

Interculturality and ethnomathematics: theoretical perspectives for the formation of indigenous teachers of the degree in mathematics

Santino FS;

Teixeira LRM.

COGNITIVE NEUROSCIENCE AND INCLUSIVE PRACTICES IN MATHEMATICS TEACHING

de Menezes VI;

da Silva LM;

de Camargo ÉP;

Capellini VLMF;

et al.

Mental calculation strategies used by teachers in the additive field: from mathematical knowledge to methodological implications for teaching

Da Costa LP.

| 211-218

Mapping of the production of the graduate program in mathematics education of UFOP

Viana MCV;

Amorim KI.

Educational technologies: The unthinkable use of spreadsheets

Medeiros J;

Gonçalves RA.

Curriculum and professional training/mathematics education

Silva EF;

Ferreira ÂN;

Sá JM;

Gonsalves GL;