Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

We aim here to analyze what theories say about Ethnomathematics, its practices, as well as the Brazilian legislation on ethnic-racial issues and Quilombola Education. The construction of our theoretical contribution was supported by authors who discuss Mathematics Education, such as D'Ambrosio (2009, 2019); issues of race relations, such as Gomes (1997, 2005) and Munanga (2001); in addition to Brazilian legislation (1988, 1996, 1999, 2003, 2004, 2007, 2012, 2015, 2018). The results showed that it is complex to approach ethnic-racial relations and the different ways of building knowledge, because, even in educational institutions located in Quilombola Communities and with legal determinations that support them, the themes related to Afro-Brazilian mathematical knowledge and practices are still under-treated. In this sense, we seek to emphasize how the Ethnomathematics Program can favor such a discussion, from the place it reserves for the mathematical knowledge and practices of the traditional populations of these educational institutions.

This article aims to critically analyze an extensionist activity carried out in the 9th year of elementary school in a municipal public school belonging to the Território de Identidade Piemonte Norte do Itapicuru, involving concepts of Plane Geometry; and its implications for teacher education and the teaching-learning process of Mathematics. For the construction of the workshop didactic materials were used in a ludic perspective. The choice was made due to the possibility of promoting potentially playful learning, based on more dynamic, interactive and pleasurable teaching-learning movements. The activity is linked to the Study and Research Laboratory in Mathematics Education (LEPEM/CNPq) of the State University of Bahia, Campus VII. We understand that the training itineraries proposed in the workshop were constituted as facilitators of students' learning, regarding geometric concepts, while allowing the process of mathematizing to be taken as a pleasure.

This article presents research that aimed identifying learning difficulties in Calculus I highlighted by the Digital Interactive Quiz (DIQ). The qualitative research methodology encompassed research with Mathematics undergraduate and graduate students from Universidade Federal de Ouro Preto. The DIQ was developed in a visual programming environment and applied in 3 steps through the students' cell phones: Limits and Continuity; Derivatives; Integrals. The results indicate that a great part of difficulties might be related to basic education subjects, especially regarding limits and continuity. Another substantial part of difficulties is in mathematical applications, especially regarding derivatives and integrals. In the conclusions, we highlight the importance of a Calculus I teaching focused not only in the application of rules, but also an teaching which benefits the interpretation, representation and application of core concepts of Calculus I.

This study aims to develop a didactic sequence aimed at discussing the evolution of atomic models, from the perspective of the New High School, as well as analyzing the data arising from the realization of this in the context of Basic Education. In this design, the didactic proposition was applied in two classes of the 1st year of high school, involving 40 students from a private institution in the city of Santa Cruz do Sul/RS. In this bias, through the active participation of the students during the stages, as well as through the diversification of activities, it was observed, in addition to indicative of the understanding of the proposed object of knowledge, indications of a greater commitment to the part of the group, or that is, a greater interest in the activities developed. From this perspective, it is possible to conclude and validate it as useful for the process of building scientific knowledge about atomic models, in the sense of understanding it as a strategy that facilitates learning. The History of the Evolution of Atomic Models from the Perspective of the New High School.

Even in the second decade of the twenty-first century, science is still viewed by much of society (and within those who practice teaching) as neutral, objective and independent of human values. To change this view is essential to include in the courses of different levels of education issues pertaining to the Nature of Science and Technology. Within this theme, in the Sociology of Science External, on the topic Influence of Science and Technology on Society, is possible to work the issue Contribution to Social Thought using gender problematic. Because, although in recent years have been included in science curricula content CTS, the gender issue somehow still belongs to the hidden curriculum. In this sense, much of teachers continue to transmit an androcentric vision of science, which makes society still persists in harmful behaviors that transcend life and school knowledge. The "natural" superiority of men over women, which seems to   be harmless in scientific terms, helps perpetuate serious social problems such as gender violence and inequality in access to education and work.

This paper consists of the presentation of a didactic unit (DU) that emerges from the Latin American Teaching and Learning project about Nature of Science and Technology (EANCYT). This project involves the application of ad hoc designed DUs on specific issues involving the nature of science and technology (NdCyT). This methodology seeks to address the problem of how to improve the quality of NdCyT learning that are vital for optimal scientific literacy. The DUs would be didactic intervention instruments that could help to improve the understanding of students and teachers about NdCyT at all educational levels.This UD is comprised within the feature topic of Scientists’ characteristic and specifically under the subjects: under-representation of women (UW) and gender effects (GE). The DU used on this paper, attempts to investigate the conceptions, attitudes and prejudices of students about the inclusion of women in scientific environment. The film "The merits of Madame Curie" is used on the UD as a resource where you look at the professional and personal life a woman of science. It is expected that students can, from various activities, deconstruct certain prejudices and stereotypes that produce social inequalities.

This article presents a mapping of studies carried out on the teaching of Calculus I in the face of the use of Digital Communication Information Technologies (TDIC), integrating a bibliographic review of the master's research in Science and Mathematics Teaching, developed at the Federal University of Sergipe. This research focuses on the relationship with the knowledge of teachers and students in that discipline in the face of the use of Technologies, at the Federal Institute of Education, Science and Technology of Sergipe. In order to do so, we based the studies by Charlot (2000; 2005) to compose the corpus of this investigation. The mapping made it possible to know what studies reveal about how the use of technologies in the teaching of Calculus I and/or based on the theory of the relationship with knowledge, how this theme has been approached by the scientific community of Mathematics Education or Teaching of Mathematics. Science and Mathematics.

This article focus on the Formative, Functional and Social Dimensions of teaching, developing reflections on the specific scope of Mathematics within the Business Administration course. This is a qualitative study, developed by documentary analysis procedures. Questions/problems concerning mathematical knowledge from the most recent ENADE (National Student Performance Examination) for this course, held in 2018, were analyzed, becoming a source of data. Observing aspects regarding Problem Solving, the study expands on a previous research, whose objective was to analyze how Mathematics is shown in the official and institutional documents and in the 2018 ENADE questions. The resolution and analysis of these problems evidenced the relevance of a work focused on critical and analytical thoughts, in addition to mathematical knowledge; and highlighted the importance of the dimensions that underlie mathematics teaching, taking into account knowledge and previous and future experiences of the Business Administration course and enhancing these professional’s formation possibilities.

Teaching about microorganisms has always been a challenge, both due to the lack of physical resources at school and also to the mystification that they are all harmful. Thus, this paper aimed to apply an Investigative Gamified Teaching Sequence (IGTS), considering the importance of bacteria and fungi in our daily lives as a central theme and to validate it during the remote/hybrid teaching period of a public school in Mato Grosso, Brazil. After application, the students evaluated the teaching proposal through a semi-structured questionnaire based on the ARCS methodology. Data were analyzed by descriptive statistics and content analysis. The results of the application and validation showed that IGTS contributed to the demystification of bacteria and fungi in a motivating, fun and engaged way. This way, we suggest that the use of this teaching approach might significantly contribute to the improvement of biology classes, being applicable to both hybrid and face-to-face teaching.

This article aims to report experiences, results of actions and present a learning proposal different from that experienced by students in conventional classes. We use robotics as a device that provokes the learning of geometric concepts, through problems elaborated from the observation of a toy truck, loaded with geometric solids that make up the Inventive World presented in video. Our actions and practices were in line with Inventive Mathematics Education (EMI) in the Federal Pedagogical Residency Program, which were discussed/planned through virtual meetings between preceptors, advisors and residents. Learning proposals were produced, taking into account the students' context and logical reasoning, not only for solving exercises, but also for creating new problem-situations, resulting in a different approach to teaching Mathematics based on the conceptions of Mathematics EMI.