Vol. 13 No. 3 (2022)

EDITORIAL

• Editorial

  Cassio Cristiano Giordano, Marco Aurélio Kistemann

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.256297

• An investigation on conceptions about high school student financial education

  Andrea Pavan Perin, Celso Ribeiro Campos

  1-25

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254588

• “Integrating Projects" and "Life Projects" for the new brazilian high school curriculum: an analysis of the approach to the concept of sampling and normal curve

  André Fellipe Queiroz Araújo, Gilda Lisbôa Guimarães

  26-55

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254580

• The levels of thought and knowledge contemplated in the Common National Base of High School curriculum

  Adriana Miola, Evandro Vaz dos Santos

  56-76

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254636

• Reflections on learning mathematics in integrated high school of IFPB of Campus de Patos / PB

  Douglas da Silva Cunha, André Luis Canuto Duarte Melo, Muriell Francisco da Costa

  77-99

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254639

• An analysis of mathematics questions in higher education admission exams from the perspective of Computational Thinking

  Fernanda Martins da Silva, Renata Cristina Geromel Meneghetti

  100-126

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254678

• Understandings of mathematics teachers about BNCC recommendations to approach statistics content in Middle School Level

  Marciel José do Monte, Liliane Maria Teixeira Lima de Carvalho, Irene Maurício Cazorla, Carlos Eduardo Ferreira Monteiro

  127-149

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254680

• Technological and pedagogical content knowledge and the challenges for Financial Education and Fiscal Education

  Claudia Fernandes Andrade do Espírito Santo, Cassio Cristiano Giordano, Saddo Ag Almouloud, José Messildo Viana Nunes

  150-177

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254681

• Computational thinking in the new High School: unplugged activities involving patterns and regularities

  André Luis Trevisan, Carlos Augusto Luz, Giane Fernanda Schneider Gross, Alessandra Dutra

  178-208

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254685

• Mudanças e desafios no ensino de Matemática e suas Tecnologias a partir dos itinerários formativos

  Dina Séfora Santana Menezes Lima, Maria Cleide da Silva Barroso

  209-234

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254688

• Mathematics and the senses manifested in the specific skills and skills of the curricular reference of the new High Scholl in Paraná

  Mariangela Deliberalli, Tiago Emanuel Klüber, Clodis Boscarioli

  235-260

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254690

• Scenarios for understanding the New High School in the context of school Mathematics and financial education

  Marco Aurélio Kistemann Júnior, Cassio Cristiano Giordano, Alexandre Vinícius Campos Damasceno

  261-289

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254698

• Development of statistical skills in the New High School

  Clarissa Coragem Ballejo, Elisabete Rambo Braga

  290-309

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254701

• Beyond programming: development of computational thinking in school content

  Kheronn Khennedy Machado, Alessandra Dutra

  310-325

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254689

• School financial education in the New High School: how do textbooks on integrative project and life project present the theme?

  Danilo Pontual de Melo, Cristiane Azevêdo dos Santos Pessoa

  326-358

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254700

• Mathematics and its technologies in the new high school: the duality present in the specific skills of the Common National Curricular Base

  Fabiane Larissa da Silva Vargas, Vinicius Renan Rigolin de Vicente, Sergio Carrazedo Dantas

  359-384

  • PDF/A (Português (Brasil))

  DOI: https://doi.org/10.51359/2177-9309.2022.254699