Vol. 27 No. 2 (2025): Special issue: Theoretical references for discussing mathematical knowledge and know-how

• Editorial – special issue: theoretical references for discussing mathematical knowledge and knowing

  Flávia Cristina de Macêdo Santana, Roberta D’Angela Menduni Bortoloti, Victor Augusto Giraldo

  001 - 008

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Call for papers to the special issue: Theoretical frameworks for discussing math

• On teachers' specific mathematics

  Jonei Cerqueira Barbosa

  009 - 033

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• Mathematics teacher’s specialized knowledge and interpretative knowledge weaving theoretical relations within the scope of isometric geometric transformation rotation

  Caroline Almeida Souza Silva, Sandra Menezes, Miguel Ribeiro

  034 - 062

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• Mathematical knowledge for teaching limits and possibilities for brazilian research

  Henrique Rizek Elias, Sabrina Bobsin Salazar, Vania Batista Flose Jardim

  063 - 090

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• Trajectory, resources and knowledge for teaching mathematics in early career

  Katiane de Moraes Rocha, Aparecida Santana de Souza Chiari

  091 - 115

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• Technological transformations in mathematics teaching a study on the development of technological pedagogical content knowledge

  Lya Raquel Oliveira dos Santos, Lana Thaís Santos Silva, Mayara de Miranda Santos

  116 - 137

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• Mathematical knowledge for teaching dialogue about practice of mathematics teachers in basic education

  Marilia Lidiane Chaves da Costa Alcantara, Claudianny

  138 - 164

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• Problematizing approaches for mobilizing mathematics teachers’ knowledge: contributions, limitations and challenges

  Vânia Cristina da Silva Rodrigues, Eliane Matesco Cristovão, Enio Freire de Paula

  165 - 198

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• Mathematics for teaching the concept of polynomials from recontextualizations in textbooks

  Alana Santiago Oliveira, Jaqueline de Souza Pereira Grilo

  199 - 225

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• Knowledge for training teachers who teach statistics in basic education

  Marta Élid Amorim, Ruy Cesar Pietropaolo, Silvânia da Silva Costa

  226 - 251

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• Mathematical knowledge for teaching flat and spatial figures in the final years of elementary school: the visualization in focus

  Alana Nunes Pereira, Samira Zaidan

  252 - 275

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• Specialized knowledge in teaching exponential function via problem solving in the context of PIBID

  Caleb da Silva Araujo Campelo, Marcelo Carlos de Proença

  276 - 297

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• Teaching knowledge mobilized and re-elaborated by mathematics teachers from the perspective of lesson study and semiotic representations

  Mikaelle Barboza Cardoso, Marcilia Chagas Barreto

  298 - 328

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• Micropaths in the study of Symmetry conditions and restrictions in continuing education with Mathematics teachers

  Cintia Melo dos Santos, José, Tatiani Garcia Neves

  329 - 358

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• The emergence of didactic obstacles in the contractual teacher-student- knowledge relationship in the teaching of probabilidade

  Vitória da Silva Farias, Anna Paula de Avelar Brito Lima

  359 - 391

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• Mathematical knowledge for teaching in the context of inclusive education an analysis of descending bifurcations in the teaching of the arithmetic mean

  Wuallison Firmino dos Santos, Marcus Bessa de Menezes

  392 - 417

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• The inicial training of mathematics teachers a case study from the perspective of the documentational approach to didactics

  Sandra Cristina Martini Rostirola, Elisa Henning, Ivanete Zuchi Siple

  418 - 445

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• Didactic adequacy in the initial training of mathematics teachers reflections on aspects of interaction

  José Fernandes da Silva, Alexsandra Braga Horta, Vicenç Font

  446 - 469

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• Criteria of didactic suitability as a training device with future mathematics teachers contributions to the mobilization of pedagogical reasoning

  Jean Carlo Francis Wanderley Graciano do, Douglas da Silva Tinti

  470 - 497

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