Vol. 12 No. 3 (2021): Articulações entre Ensino e Pesquisa em Educação Matemática nos anos iniciais

Articulações entre Ensino e Pesquisa em Educação Matemática nos anos iniciais

• Editorial - Articulações entre Ensino e Pesquisa em Educação Matemática nos Anos Iniciais

  Gilda Lisbôa Guimarães, Rute Elizabete de Souza Rosa Borba

  • PDF/A (Português (Brasil))

• Learning Mathematics with understanding: mathematical reasoning and exploratory teaching

  Lurdes Serrazina

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  DOI: https://doi.org/10.51359/2177-9309.2021.250302

• “Is it a number or a letter?” Notations made by children in early childhood education and in first year of elementary school

  Maanaín Rodrigues de Sousa, Juliana Ferreira Gomes da Silva, Alina Galvão Spinillo

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2021.250511

• “How do I calculate it?” - Mental models and written representations of addition problems

  Teresa Cristina Etcheverria, Angélica da Fontoura Garcia Silva, Tânia Maria Mendonça Campos

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  DOI: https://doi.org/10.51359/2177-9309.2021.250393

• Multiplicative conceptual field and problems solving methodology

  Edite Resende Vieira, Ana Maria Carneiro Abrahão

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  DOI: https://doi.org/10.51359/2177-9309.2021.250557

• In-service Mathematics teacher education in a professional community of early-grade teachers: task analysis on numbers and operations

  Cássia Edmara Coutinho Murback Maggioni, Everton José Goldoni Estevam

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  DOI: https://doi.org/10.51359/2177-9309.2021.250540

• BNCC: uma análise das tarefas prescritas na unidade temática álgebra

  Izabella Oliveira, Luiz Márcio Santos Farias

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  DOI: https://doi.org/10.51359/2177-9309.2021.250175

• Early algebra, functional thinking and the pedagogical recontextualization of texts produced by teachers from the early years: a case study

  Alex Almeida de Souza, Iane de Jesus Carneiro

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  DOI: https://doi.org/10.51359/2177-9309.2021.250278

• Algebric thinking in the early years: what do teachers think?

  Vanessa de Oliveira, Rosa Monteiro Paulo

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  DOI: https://doi.org/10.51359/2177-9309.2021.250366

• Equality in the early childhood mathematics class: what should we be aware of when using this sign?

  Ana Virginia de Almeida Luna, Vera Lucia Merlini, Ângela Ateone Batista do Carmo Ferreira

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2021.250567

• Some reflections on the development of geometric thinking in the city of São Paulo Mathematics curriculum

  Edda Curi

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  DOI: https://doi.org/10.51359/2177-9309.2021.250560

• Teaching and learning left and right spatial references

  Leila Pessôa da Costa, Sandra Regina D’Antonio Verrengia, Regina Maria Pavanello

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  DOI: https://doi.org/10.51359/2177-9309.2021.250191

• The teaching of spatial geometric figures in the early years of elementary school in the context of research and teaching involving the Lesson Study methodology

  Suzete de Souza Borelli, Priscila Bernardo Martins

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  DOI: https://doi.org/10.51359/2177-9309.2021.250556

• Analysis of activities involving estimation in textbooks from the elementary school

  João Alberto da Silva, Gabriela Braz, Isabella Ferreira Cardoso

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  DOI: https://doi.org/10.51359/2177-9309.2021.250565

• Let’s go beyond "Once upon a time": children's literature, mathematics and ethnic-racial issues in the early years

  Amanda Correia Cidreira, Ana Carolina Faustino

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  DOI: https://doi.org/10.51359/2177-9309.2021.250559

• The teaching and learning of sampling by students in the 5thgrade of Primary Schoolbased on Theory of Activity

  Tâmara Marques da Silva Gomes, Gilda Lisbôa Guimarães

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  DOI: https://doi.org/10.51359/2177-9309.2021.250199

• Semiotic complexity ofstatistical tables in Chilean and Spanish primary school textbooks

  Jocelyn Díaz-Pallauta, Carmen Batanero, María M. Gea

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  DOI: https://doi.org/10.51359/2177-9309.2021.250155

• 5th grade students in the elementary school learning to interpret and build tables from teaching sequences

  Betania Evangelista, Marcília Pontes

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  DOI: https://doi.org/10.51359/2177-9309.2021.250531

• Potentialities of a didactical sequence to teach measures of central tendency in the early school years

  Irene Mauricio Cazorla, Sandra Maria Pinto Magina, Cláudio Vitor Santana

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  DOI: https://doi.org/10.51359/2177-9309.2021.250551

• Software PIXTON©: uma proposta de recurso para a ilustração de possibilidades combinatórias

  Dacymere da Silva Gadelha, Rute Borba, Juliana Azevedo Montenegro

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2021.250198

• 6 years old children doing Statistics Investigation

  Sandra Gonçalves Vilas Bôas, Viviane Carvalho Mendes

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  DOI: https://doi.org/10.51359/2177-9309.2021.250571

• On mathematical models in the elementary school: from research to practice

  Emerson Tortola, Karina Alessandra Pessoa da Silva

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  DOI: https://doi.org/10.51359/2177-9309.2021.250564

• Pedagogical practice with Mathematical Modeling in the early years of fundamental education

  Flavia Pollyany Teodoro, Lilian Akemi Kato

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  DOI: https://doi.org/10.51359/2177-9309.2021.250457