Educação Matemática Pesquisa

Contributions of GW-19 of ANPEd for the development of Brazilian Mathematics Education

Dario Fiorentini — 2025-09-28

This study aims to investigate and discuss the main contributions of WG-19 of ANPEd to the development of Brazilian Mathematics Education over its 25 years of existence, both as a professional and scientific field. The basic corpus for analysis consists of six studies that comprise a thematic dossier, carried out by researchers who participated in the community formed by WG-19, exploring and examining relevant aspects, themes, and events of this trajectory. The analysis of this corpus was conducted through a narrative review that consists of an almost-systematic inquiry and analytical and interpretative treatment of the phenomena or themes of the studies from this WG. The results of this review reveal that the trajectory of WG-19 of ANPEd, over its 25 years, has consolidated itself as a plural and dynamic space for research, training, and resistance, legitimizing and giving visibility to Mathematics Education as an educational and scientific field. The group overcame initial tensions, built its own epistemological identity, and faced social and political challenges, including neoliberalism and the health crisis. Its differential contribution is evidenced in the articulation between research, training, and teaching practice; curriculum; educational policies; digital technologies; and in the defense of democracy, social justice, and an inclusive public school, seeking to promote critical, decolonial, and socially relevant curricula that affirm Brazilian Mathematics Education as an interdisciplinary and transformative field.

WG19 - Mathematics Education in the context of ANPEd

Adair Mendes Nacarato — 2025-09-28

In 2025, the Mathematics Education Group of the National Association of Post-Graduation and Educational Research (ANPEd) is celebrating its 25^th anniversary, which is an excellent opportunity to look back and examine two relevant aspects for the Brazilian Mathematics teachers: 1) the circumstances that led to the creation of the group – seen as a type of enclave between territories with, apparently, well-defined boundaries; and 2) the main elements that, during the group's existence and actions, have given Maths Education (ME) the epistemological status of a practice and research field. While these aspects seem peculiar, they also reveal what they are and how they adjust to the knowledge areas connected during their establishment. By recognising the pedagogical and educational nature of the group's creation and development, we aim to understand and explain the connection between Mathematics Education and Education, as well as the conflicts and disputes that are part of the group's history. To guide our reflection and analysis, we used articles and dossiers written by the WG as research data, which were compiled as a result of the ANPEd annual meetings since 2004. Currently, the relationship between ME and Education has been an inevitable circumstance, given their converging characteristics and goals, which has fostered dialogue between WG19 and other ANPEd WGs.

Commissioned work of GT19 of ANPEd (2002-2023)

Regina Célia Grando — 2025-09-28

This article is part of the dossier commemorating the 25 years of history of GT19 – Mathematics Education of ANPEd. The aim is to describe, analyze, and discuss the models of proposal for the commissioned works of GT19 – Mathematics Education, the themes addressed, responsible researchers, the consolidation of the field of Mathematics Education at the national level, and the dialogue with international productions of works produced between 2002 and 2023. Throughout these two decades, GT19 has established itself as a fundamental space for discussion and advancement of investigations in the area. During this period, we had debates about research in Mathematics Education, teacher training and professional development, curriculum, public policies, and Mathematics teaching, as well as Mathematics Education at different stages of Basic Education. Thus, this study aims to not only map the main thematic trends that permeated the commissioned works but also to reflect on challenges and perspectives for the future of Mathematics Education in Brazil.

Trajectory and investigative focuses of research in GT19 of ANPEd

Flávia dos Santos Soares — 2025-09-28

In this article, we present a historical overview of GT19 - Mathematics Education, created in 1999 at the 22nd annual meeting of ANPEd, highlighting its fundamental role as a space for discussion and scientific production in Mathematics Education. Throughout its 25 years of existence, GT19 has consolidated itself as an important forum for researchers, teachers and graduate students, promoting the exchange of ideas and the articulation between different strands of Mathematics Education in dialogue and debate with other areas of Education. The article aims to address the collective memory built throughout the meetings, production of GT19, and activity reports, highlighting and monitoring its contribution to the dissemination of research in Mathematics Education. Specifically, we outline an analysis of the themes prioritized in the commissioned works and in the mini courses, highlighting the research focuses involved in these activities.

Narrative research in the texts of GT 19 –mathematics education at the national meetings of ANPEd

Reginaldo Fernando Carneiro — 2025-09-28

Narrative research and research with narratives has been growing in the area of Mathematics Education, which can also be seen in the works presented in GT 19 – Mathematics Education at the National Meetings of the National Association for Research and Post-Graduate Studies in Education, ANPEd. This article has the following research question: What perspectives of narrative research are present in the papers published in the meetings of GT 19 – Mathematics Education of ANPEd? The objective is: to map and analyze the papers that address narratives, published in the meetings of GT 19 – Mathematics Education since its creation. To this end, a survey was carried out in the annals of the National Meetings from 2000 to 2023 and 44 works were found that mention narratives in the text. Four axes of analysis emerged from the data: narrative research, research and teacher education devices, data production devices and the term “narrative” in other research scenarios. The data analysis showed an increase in the papers that have used this research approach in the last meetings and also revealed the polysemy of the term “narrative”. The works presented indicate the potential of narrative research for professional development, valuing narrative for data production, research and education. They also use, for the most part, a common theoretical framework that considers narrative research a theoretical-methodological approach that theorizes the lived, by prioritizing the experience of oneself and of others throughout the research process.

A photograph of studies emphasizing the use of digital technologies

Marcelo Almeida Bairral — 2025-09-28

This article presents reflections on the use of digital technologies in the field of Mathematics Education. It particularly problematizes how these technologies intertwine with mathematics teaching and learning processes, as well as with research. The empirical material consists of the publications presented in WG 19 – Mathematics Education of ANPEd (National Association for Graduate Studies and Research in Education), from 2000 to 2023, which mentioned the use of technologies in their titles or abstracts. The analysis of the material involved the following dimensions: a) mapping the technologies and mathematical knowledge explored in investigations; b) sharing results about the use of technologies in Mathematics classes; c) explaining the adopted approach to technology (as a means, tool or artifact) in the studies. We highlight the diversity of technologies referred to by studies and the shift from offline computers to online devices. We suggest further investigations into the characterization of technology as a means of expression or of revelation.

Dialogues with Paulo Freire in the research of the Grupo de Trabalho de Educação Matemática (GT 19) da ANPEd

Celi Espasandin Lopes — 2025-09-28

This paper refers to a mapping of the works presented during the 20 annual meetings of the Associação Nacional de Pesquisa em Educação (ANPEd) no Grupo de Trabalho de Educação Matemática (GT 19). The number of works presented each year is highlighted, as well as how many and which of these have Paulo Freire as a reference. The aim is to answer the following question: What research studies were presented in GT 19 throughout its 25 years of existence that dialogue with Paulo Freire and which Freirean concepts stand out in them? To this end, based on the methodological elements that constitute a state of knowledge, an analysis of all these works was carried out. The results show that GT 19 has been consolidating itself over the years with a thematic, theoretical and methodological diversity, and establishes a timid dialogue with the Freirean perspective.

Editorial - Special Issue WG 19 - ANPed

Celi Espasandin Lopes — 2025-09-28

We are pleased to present this commemorative issue celebrating 25 years of WG 19 (Mathematics Education) of the National Association of Graduate Studies and Research (ANPEd). Created in 1999 at the 22nd annual ANPEd meeting, WG 19 has played a key role in fostering discussion and scientific research in mathematics education.