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This paper aims to present a possible discussion about influences of the Base Nacional Comum Curricular -- BNCC (Common Curriculum National Base) and the Documento Curricular de Roraima -- DCRR (Curriculum Document of Roraima), on the mathematics curriculum at the elementary education level. The study has a sociocultural perspective and the principles guiding those documents were analyzed. The methodology employed is qualitative and the data was collected using document analysis focusing on the BNCC and the DCRR. Our results pointed out that the documents analyzed put forward relevant guidance following the proposal of curriculum development in a sociocultural perspective, mainly taking into consideration their guiding principles. The documents support new views of mathematics teaching and learning, based on the students' development in their different dimensions. They seek to guarantee their holistic education, respecting diversity, singularity and plurality towards social inclusion, exercising citizenship, work and autonomy in the pursuit of a society based on knowledge and social justice. [ABSTRACT FROM AUTHOR]

In this paper present the Scratch programming software as a method to the teaching of Mathematics. The aim of this study was to carry out angles and polygons construction, area and perimeter calculations through practical activities that will be guided by the teacher. The methodology consisted of theoretical study, bibliographic research as well as the use of technology in education. In addition, the study's applications were made using the technological hardware. Demand to present the basics of programming and carry out some efficient activities, in such a way, that the students can fully interact with the class of the teacher who will apply such teaching method. With this, expected that students acquire the necessary knowledge that the software has to offer, in addition to stimulating the fixing of the content and the teacher can teach a more dynamic, fun and more productive class using the technological resource that is available to be used in education. [ABSTRACT FROM AUTHOR]

This paper presents the results obtained in the development of an extension program registered at the Federal University of Triângulo Mineiro, titled as Math and Chemistry Show, which used the theater methodology as a form of teaching-learning for Mathematics and Chemistry. This program lasted nine months, and it had several stages, such as study, dissemination and application. The program was applied in some state schools of several regions of the city of Uberaba, State of Minas Gerais, Brazil. The program's preference was to attend students who were studying between the 9th year of elementary school and the 2nd year of high school, but students' enrollments were not forbidden for students in other school years. At the end there was an event with presentations of the students participating, in order to demonstrate how much they learned during the program. [ABSTRACT FROM AUTHOR]

This paper presents an approach about the interdisciplinarity in Environmental Education as a way to present the student some practical applications on the learning process of concepts and basic fundamentals of disciplines such Mathematics offered along their academic career. This paper presents a contextualization of the Environmental Education and Mathematics teaching, involving the fundamental concepts of mathematics with a practical and current problem in the region of Greater Vitória, the air pollution. An analysis of the air quality in Greater Vitória is covered by some interpretations of data and graphics presented in the Air Quality Report of the Greater Vitória, published for 2013. It is demonstrated that the analysis of air quality in a region is directly related to the learning process of the mathematical fundamentals, such as mean, median, maximum and minimum, amplitude, ratio analysis, percentage representation of Cartesian coordinate functions, geometry, as well as the data interpretation and images in order to generate information from a data set. Therefore, the curent work is capable to show the interaction between the two topics, the teaching of mathematics and environment education, from a l ocal air quality issue related to the region of study. [ABSTRACT FROM AUTHOR]

We conceive that teachers´ personal and professional development can (and should) be encouraged by habits of reflection and questioning about their own pedagogical practice, essential to a critical appropriation of scientific, pedagogical-didactic and contextual knowledge that outline any meaningful educational act. In this paper, we describe the formative methodology adopted in the subject Didactics of Mathematics for Preschool Context in the Master Degree in Preschool Education of a private higher education institution: from the real contexts in which the students developed the Supervised Teaching Practice and as a result of the systematization of the learning experiences developed there, this experience privileged reflexive processes of academic and professional nature and enabled a (re)definition of strategies and practices for further educational intervention. The analysis of the implemented practices and narratives produced by these students points this methodology as facilitating critical-reflective capacities development, both in terms of (re)construction of logical-mathematical knowledge as of praxis (re)configuration, and therefore, of professional development of these (future) teachers. [ABSTRACT FROM AUTHOR]

Based on the expectancy-value theory, the Mathematics Value Inventory (MVI) was intended to measure math value in four areas: interest, utility, achievement and personal cost. This paper presents the validation of the Spanish version among Uruguayan university students: factorial validity through confirmatory factor analysis (CFA), gender related differences and predictive validity of academic achievement. A stratified random sampling according to Mathematics achievement was performed, with a confidence level of 95% and an error margin of 5%, and 218 students (77% women) voluntarily participated. Ages ranged from 18 to 29 years (M = 20.2, SD = 1.8). Results confirm the four-factor structure as well as suggest a second order factor. The latter is recommended for continuous assessment of general attitude towards math, while the four-factor model could be a better strategy to identify problematic areas and career comparison. Higher interest and need for achievement are related to greater academic performance, while utility and personal cost seem to have no impact on it. No gender differences on math value were found. In sum, the MVI proved to be a suitable instrument to measure students' attitudes towards mathematics, which may help the design of intervention strategies. [ABSTRACT FROM AUTHOR]

This paper aims to discuss the conceptions about mathematics of the Elementary School student-teachers of a Pedagogy distance learning course, in which we performed a qualitative research while working in the disciplines related to mathematics. The virtual activities generated data which analysis revealed some aspects of mathematics conception as problem solving. It also emphasized the need to guide the teaching in the understanding and rationale of formulae, procedures, and algorithms. In addition, it pointed out that the student-teachers had reflected on and problematized their conceptions. [ABSTRACT FROM AUTHOR]