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The integration of digital games in teaching and learning processes has been assuming a relevant role in terms of contributions that offer. Considering the importance of these resources, this paper analyses the use of two digital games in mathematics classes with 5th grade students from an urban school and with 6th grade students from an indigenous school of the west region of Paraná state. The games were applied in both realities, thus requiring the creation of differentiated strategies to their use. Because of their playful and attractive form, it was verified that the educational digital games serve as stimulus to the students from different contexts and cultures, and as subsidies to improve the teaching and the learning of curricular contents. [ABSTRACT FROM AUTHOR]

The aim of this article is to present and analyze the trends in digital technologies in Mathematics teaching, pointed out in the XVIII, XIX, XX and XXI editions of the Brazilian Meeting of Graduate Students in Mathematics Education. As a methodological procedure, we use the state of the art and meta-analysis of 141 papers, among abstracts and complete articles, which were published in the annals of the years 2014 to 2017. Results indicate that the master's research predominates, involving mainly students of basic education. Still, in the years 2014 and 2015, the digital technology theme is a research trend. In the year 2016, the highlight was for GeoGebra, followed by the digital technologies theme and the use of videos. Finally, in 2017, GeoGebra remains in the highlight, followed by the use of videos. [ABSTRACT FROM AUTHOR]

This paper aims to recognize the research carried out on the theme Mathematical Modeling and Continuing Education and to understand from them the professional development (DP) of the participating teachers. For this, we used as a methodological approach qualitative research, of bibliographic type, based on the search for data in the Brazilian Digital Library of Theses and Dissertations. We found fourteen surveys, between 2010 and 2019 using the advanced search field and the title option, among which we selected eleven for analysis. The analysis procedures are based on thematic content analysis. From the unit of analysis professional development we present two categories in which we discuss that: 1) the research deals with continuing education with modeling from the perspective of the teachers DP and the spaces/time constituted for the training favor the DP and 2) the transition from continuing education to the classroom is a DP movement situated in the teaching profession.

This paper aims to analyze academic research that addresses the inclusion of deaf students and focuses on problem solving. For this, mapping in educational research was used as a methodological procedure. Searches were conducted in Qualis A1 to B2 journals, CAPES thesis and dissertations portal, Academic Google and Scielo, using the keywords 'inclusion of deaf people', inclusion and problem solving. 'and' problem situations'. After filtering the results were found six articles that were part of the corpus of analysis. The results showed that inclusion is not occurring effectively, because the teacher is not yet prepared to attend deaf students and, consequently, teaching Mathematics for these students. It is also worth noting the limited number of researches that deal with the inclusion of deaf people, focusing on problem solving.