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Aunque las matemáticas constituyen un área curricular sustancial, son numerosos los reportesinternacionales que demuestran alta ansiedad estudiantil ante contenidos matemáticos, locual afecta negativamente su desempeño. Este fenómeno trasciende culturas, siendo unapreocupación educativa global. Este artículo tiene por objetivo proponer algunas estrategiasque desde la propia aula de clases contribuyan con una educación matemática enfocada enlas emociones estudiantiles, en su capacidad de regular el aprendizaje, y en el manejo derespuestas afectivas negativas. Para alcanzar ese propósito, a partir de una revisión de estudiosempíricos relevantes, se realiza un análisis del papel del dominio afectivo y la autorregulacióndel aprendizaje frente a la ansiedad matemática, al igual que el rol de variables afectivascomo el autoconcepto y la autoeficacia, o motivacionales como las metas educativas y lasexpectativas de logro. Por último, se pondera la importancia que tiene la autorregulación delaprendizaje en esta interrelación afectividad-ansiedad.

[Objetivo] El objetivo de este estudio es analizar el estado actual de la investigación en inteligencia artificial en el ámbito de la educación matemática, su aplicación y rol en los procesos de enseñanza y aprendizaje. [Metodología] Se realizó una revisión sistemática a la literatura que sigue las siguientes etapas: identificación, selección e inclusión de artículos de tres bases de datos reconocidas, resultando 29 artículos, que fueron sometidos a un análisis minucioso para la detección de participantes, instrumentos utilizados, país de la filiación de los autores, año de publicación, tipo de investigación, enfoque metodológico y el rol de la inteligencia artificial en estos estudios. [Resultados] Se identifica un claro aumento de la investigación vinculada a la inteligencia artificial en educación matemática, la mayoría de carácter empírico y de tipo cuantitativa, los instrumentos más frecuentes son el cuestionario y la entrevista, la mitad de los estudios utilizan, al menos, dos instrumentos de recolección de los datos. También, la mayoría de los estudios se centró en sistemas de aprendizaje inteligente para mejorar el aprendizaje y apoyo a la enseñanza, para la evaluación en línea. [Conclusiones] En los artículos estudiados no se evidencia investigaciones en el nivel de educación infantil y muy poco relacionadas a la formación de profesores. En pocas investigaciones se evidencia la utilización de marco o enfoque teóricos de la Didáctica de la Matemática.

The study was focused on understanding the development of numerical thinking in second-year students of general basic education (EGB) and applying an effective didactic strategy to improve it, which is essential in the current educational context. The descriptive and methodological field design allowed for describing and characterizing teaching practices, methodologies used, and students' performance in mathematics. Data were analyzed through surveys, observations, and academic performance evaluations. The sample included 22 students and 5 teachers from the Mariscal Sucre School. The didactic strategy focused on improving understanding and numerical reasoning through interactive activities adapted to the student's level. Statistical tests, including analysis of variance (ANOVA), were performed to compare the results before and after the implementation of the strategy. The main results showed significant improvements in the level of numerical thinking development, evidenced by increased scores on academic achievement assessments. This study highlights the importance of implementing effective didactic strategies to promote better performance in mathematics and optimal development of numerical thinking in second-year GBS students. [ABSTRACT FROM AUTHOR]

This article aims to present a method of intervention in the classroom, specifically in the Differential and Integral Calculus course of a Mathematics Teaching degree, when working with students on the Intermediate Value Theorem. We base our approach on the studies by Bicudo (1991), Garnica (1992), and Garnica and Bicudo (1994) regarding a teaching methodology based on hermeneutic work with mathematical texts in the classroom. We describe the experience conducted and our understanding of the activity carried out. We present the questions posed by the students and the indications of their understanding of the ideas introduced in the studied theorem. [ABSTRACT FROM AUTHOR]

The objective of this article is at identifying epistemological obstacles manifested in learning Limit of real functions with a real variable and associate them with categories proposed by previous studies. Thereunto, we collect productions from the Theses and Dissertations Catalog (CTD in Portuguese acronym) by Capes, with filters for academic master's and doctorate productions published in the last ten years. We developed a theoretical framework based on researchers who categorize epistemological obstacles within the content of Limit, which were also a reference for the works selected in CTD. Categories proposed by the authors were associated with each other, and based on this joint discussion, a specific categorization was created for grouping epistemological obstacles discussed by these authors. This categorization supported the analysis of difficulties reported in five dissertations and one thesis, which described students' difficulties regarding various aspects involving Limit. From the analysis carried out, it was concluded that the most common difficulties are associated with obstacles categorized into E1, E2 and E4: Complexity of basic mathematical objects, Notion and formalization of Limit and Calculus Ruptures. [ABSTRACT FROM AUTHOR]

The special issue of the journal Educação Matemática Pesquisa (EMP) presents the question: How to develop an Epistemological Reference Model (ERM) for the teaching of Calculus? To help answer this question, we present an excerpt from ongoing doctoral research on Ordinary Differential Equations. As factors to be considered in an ERM, we highlight the contributions of Critical Mathematics, which highlights an analysis of school failure, with a specific focus on mathematics, and how this is related to curricular practices and dominant underlying epistemological models, which emphasize the transmission of knowledge in a passive and decontextualized way. The central idea is that these models should not be passively accepted, but rather questioned and constantly revised. In this study, some historical elements on the subject were considered, as well as difficulties and advances in the teaching and learning process, taking the results of some research. The evolution of the concept of Ordinary Differential Equations over time is intrinsically linked to the contributions of mathematicians in their definition and understanding. Modeling and the theory of Registers of Semiotic Representation made it possible to compose a scenario that evidenced the necessary knowledge for the teaching of ordinary differential equations. The technological knowledge present in the research comprises the knowledge of GeoGebra that helped in the teaching and learning process of this theme. Preliminary studies of a Dominant Epistemological Model (DEM) on a mathematical object, in this case Ordinary Differential Equations, may have relevant implications, as it motivates the construction of an ERM. [ABSTRACT FROM AUTHOR]

We present a literature review on mathematics education during the first phase of the COVID-19 pandemic. Our aim was to provide an overview of how research and teaching in this field were addressed during the onset of the pandemic. We selected 50 documents, which we analyzed considering both the professional and scientific domains. In our findings, we highlight the themes, objects, methodologies, and theories employed in research in Mathematics Education research during this initial stage of the pandemic. These findings reveal challenges and obstacles, as well as the need to broaden the focus to establish possible scientific pathways for emergency and crisis situations that in mathematics education research should navigate. [ABSTRACT FROM AUTHOR]

The aim of this research article was to problematize the interpretations of fractions in the mathematics classroom, based on the cheese partitioning processes used by shopkeepers in the city of Barranquilla, Atlántico, Colombia. A qualitative approach was followed, which included an ethnographic phase with semi-structured interviews conducted with various merchants, as well as an educational phase that employed a parallel and comparative approach to structure lesson plans on fractions. The theoretical framework included references from the Ethnomathematics Program and various representations of fractions. It was found that students understood some representations of fractions as part-whole, measure, and operator. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Con base en la presentación de un breve recorrido de la investigación en modelización matemática, en este artículo se identifican y analizan las principales tendencias y perspectivas que han marcado la evolución de la investigación en esta línea de estudio. Entre estas se incluyen aproximaciones a la definición de modelización matemática, el uso de tecnologías digitales, la interdisciplinariedad, la integración curricular, la formación docente y el conocimiento del profesor, entre otras. De esta manera, se identifican elementos clave del conocimiento del profesor que deberían fortalecerse en los programas de formación docente. Finalmente, se presenta una propuesta de formación que contribuye al desarrollo del conocimiento del profesor, al transitar de experimentar la modelización por sí mismo a diseñar e implementar actividades de enseñanza. Concluimos argumentando sobre cómo elementos clave que emergen de la literatura, aún sujetos a debate y confusión, podrían estructurarse en los programas de formación docente para contribuir al desarrollo del conocimiento tecnológico y pedagógico para la enseñanza de la modelización matemática.

Determinar los conocimientos y las competencias necesarias para el uso efectivo de las tecnologías educativas en el aula es una prioridad para investigadores y educadores. Este estudio bibliométrico responde a ¿Qué resultados se infieren sobre el desarrollo y evaluación de conocimientos y competencias del profesorado de las investigaciones sobre la incorporación de la tecnología en los procesos de instrucción matemática, que han utilizado como referentes el TPAK y/o el CCDM del EOS? Se analizaron 312 artículos de Scopus y WoS, y con Atlas.ti se realizó la codificación temática y el mapeo de conexiones. Un primer resultado es que los autores más relevantes que han usado esos referentes teóricos son Font, Breda y Godino, y que España es el núcleo de una red de colaboración con países de América latina. Un segundo resultado es que una de las líneas de avance es buscar la integración de ambos modelos para determinar conocimientos y competencias que necesita el profesorado para incorporar la tecnología en el aula, sea en general o bien para contenidos específicos. El análisis señala áreas emergentes a investigar, como los conocimientos y competencias necesarias para la integración de la tecnología en el proceso de enseñanza y aprendizaje de nociones específicas.

Esta investigación tuvo por objetivo identificar las conexiones matemáticas que establecen un grupo de profesores mexicanos de Nivel Medio Superior al resolver tareas que involucran el concepto de pendiente. Una conexión matemática se entiende como una relación verdadera entre dos o más ideas, conceptos, definiciones, teoremas, procedimientos, representaciones y significados entre sí, con los de otras disciplinas o de la vida real. Para la colecta de datos se utilizó una entrevista basada en tareas y el análisis temático para analizarlos. Los resultados indicaron que los profesores establecieron seis tipos de conexiones matemáticas: representaciones diferentes, procedimental, significado, característica, parte-todo e implicación.

Este trabajo se sitúa en el marco de la Historia de la Educación Matemática (HEM) y pretende analizar cómo Puig Adam (1900-1960), catedrático del Instituto San Isidro de Madrid, implementó el método heurístico en la enseñanza de las matemáticas en la educación secundaria en España. Para la realización de esta investigación se han consultado los trabajos metodológicos, de carácter heurístico, que Puig Adam publicó a lo largo de su trayectoria profesional (1926-1960). Entre las fuentes primarias ocupa un lugar relevante Didáctica matemática eurística, obra que fue publicada en 1956 por el Instituto de Formación del Profesorado de Enseñanza Laboral. La utilización de la Teoría Antropológica de lo Didáctico (TAD), como complemento del método histórico, ha permitido contrastar y analizar las praxeologías didácticas de dos experiencias del método relativas a la proporcionalidad directa, una del catedrático Viedma Castaño, del Instituto de Baeza, y otra de Puig Adam. Esto permite conocer cómo estos dos catedráticos introdujeron, en el primer curso del bachillerato, contenidos reservados a cursos superiores, y evidencia la preocupación de Puig Adam por salvaguardar la esencia activa del método al aplicarlo a la enseñanza media, y pone de manifiesto la calidad de las propuestas heurísticas que él diseñó.

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to present a model of guiding principles for Basic Education teachers to carry out research into their own classroom practices. The model involves the use of elements already present in common teaching practices (use of tasks, records of student productions and reflection on practice) however, with a proposal for research intentionality that makes them, in our understanding, investigative practices. To illustrate the use of our guiding principles model, we analyzed genuine practice episodes from a teacher-researcher who set out to carry out investigations into his own practice, adopting exploratory teaching in his classes and investigating the concept of symmetry to articulate algebra and geometry in a 9th grade public school class in the state of São Paulo. The analysis of the episodes of the teacher-researcher's research allowed us to identify how the indicators present in our model of guiding principles could be identified in a classroom research, revealing signs that they have the potential for the model to serve other teachers can use as a parameter for carrying out investigations into their own practices, favoring the promotion of practical wisdom and professional development based on classroom practice. [ABSTRACT FROM AUTHOR]

The intention of the study is to monitor how processes of reflection on the act of defining space together with undergraduate students in Pedagogy come into operation in the composition of ways of thinking about the teaching of mathematics. Thus, the definitione device was developed to provoke thought production and inventions. As a result, discussions with the group started on the definition and conceptualization processes in the field of Mathematics, as well as on the production of curricula and quality education based on Mathematics Education. It is concluded that the debate of Mathematics Education in the Pedagogy courses needs to be more inventive and provocative, allowing updates and creations of the students. [ABSTRACT FROM AUTHOR]

Digital technologies (DTs) in geometry teaching are one of the emerging themes in mathematics education. This article aims to present a systematic literature review on the integration of DTs in geometry teaching. Two guiding questions are discussed: What are the main gaps associated with geometry teaching? How can DTs contribute to geometry teaching? To this end, 30 articles selected from national and international journals were analyzed. In the vertical and horizontal analyses, six aspects stood out for understanding each article. Concerning gaps, the results point from teachers' lack of versatility in the face of DTs to the scarcity of subjects that boost geometry teaching during initial education. Among the advantages, it is clear that DTs allow diverse and dynamic approaches, which can contribute to the advancement of students' conceptual understanding of geometric objects. [ABSTRACT FROM AUTHOR]

The aim of this research was to identify the mathematical connections made by a group of Mexican high school teachers when solving tasks that involve the concept of slope. A mathematical connection is understood as a true relationship between two or more ideas, concepts, definitions, theorems, procedures, representations, and meanings among them, with those of other disciplines or of real life. A task-based interview was used to collect data, and thematic analysis were used to analyze the data. The results indicated that teachers made six types of mathematical connections: different representations, procedural, meaning, feature, part-whole and implication. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The implementation of didactic games in the teaching of mathematics to promote logical thinking has been a topic of growing interest in education. The objective of this study was to explore the impact of didactic games on the development of mathematical logical thinking among students in the fifth year of basic general education. The research was based on a descriptive approach using action research methodology, with a pre-experimental design. The sample consisted of 29 students from the Jesús Vázquez Ochoa School. Different indicators of mathematical logical thinking were evaluated before and after the intervention through standardized tests and classroom observation. The results revealed significant improvements in the development of students' mathematical logical thinking after the implementation of the didactic games. In addition, a survey administered to the teachers involved showed a positive perception of the effectiveness, feasibility and practicality of the didactic strategy. The evaluation by expert judgment also supported the relevance and effectiveness of the strategy in the educational context. In summary, this study suggests that didactic games are a promising tool for enriching the mathematics teaching-learning process and fostering logical thinking among students. [ABSTRACT FROM AUTHOR]

How does a maths teacher rated as outstanding according to the 'DocenteMás' Performance Assessment System of Chile semiotically mediate her seventh-grade students' learning? With the goal of answering this question, this article used a qualitative, ethnographic case study method to describe the pedagogical strategies of the teacher and her students when covering the thematic unit on numbers and operations in primary school. The results show that the pedagogical strategies emerge from the communicative interaction in the classroom via a local and a global dynamic. With regard to the local dynamic, the pedagogical strategies discovered include exposition, experiential articulation and arithmetic understanding. In the global dynamic, pedagogical strategies of semiotic mediation like metaphors, question series and joint understanding of knowledge stood out. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La Teoría de la Objetivación –TO– forma parte de las teorías socioculturales contemporáneas de la educación matemática, así que el objetivo de este artículo es describir las tendencias en la investigación realizada a partir de la TO desde que fue esbozada por primera vez en el año 2006 por su creador Luis Radford y hasta el año 2021. De acuerdo con un enfoque cualitativo y descriptivo, se procedió con la búsqueda y recuperación de fuentes documentales publicadas en revistas de educación matemática indexadas en Google Académico, EBSCO, Redalyc, Scopus, Scielo y Web of Science. Los resultados aquí reportados se basan en un análisis de contenido cualitativo de una muestra intencional de 22 documentos que fueron clasificados en dos tendencias: una “investigativa” y otra “práctico-pedagógica”; la primera es a la que pertenece la mayoría de los trabajos seleccionados, sin embargo, la segunda revela algunos estudios emergentes en cuanto a propuestas y experiencias de enseñanza y aprendizaje. Se concluye que, luego de más de quince años de investigación basada en la TO, esta ha permitido ampliar el conocimiento sobre la enseñanza-aprendizaje de diversos objetos matemáticos, así como sobre temas éticos, ambientales, geográficos y cartográficos, desde una perspectiva sociocultural.

Se analizan minuciosamente los procedimientos que empleó Leonhard Euler para demostrar la irresolubilidad del problema de los puentes de Königsberg y para determinar la posibilidad de recorrer cualquier configuración de aguas y puentes. Simultáneamente, se presenta la formalización matemática de estos procedimientos en el contexto de la Teoría de Grafos. El análisis de contenido reveló que Euler empleó, principalmente, tres objetivos, en la actualidad, de la Educación Matemática para la solución del problema de los puentes de Königsberg, a saber: la modelización, la búsqueda de patrones y la argumentación; mientras que, las ideas empleadas por él, para determinar si es posible recorrer cualquier configuración de aguas y puentes, dieron origen al primer teorema de la Teoría de Grafos.

[Objetivo] El objetivo de este trabajo es analizar la autoeficacia de futuros profesores de Matemáticas de Secundaria al finalizar su formación inicial docente. [Metodología] La muestra fueron 98 futuros profesores de Matemáticas de Secundaria que cursaban el Máster Universitario en Profesor de Educación Secundaria. Los datos fueron sus reflexiones escritas, que se organizaron en unidades de información y se clasificaron atendiendo a las cinco fuentes de autoeficacia que recoge la literatura especializada: conocimiento profesional; práctica de aula; estados fisiológicos, afectivos y motivacionales; cooperación con colegas y padres; y experiencia. Posteriormente, un análisis de contenido permitió identificar tópicos comunes entre ellas. [Resultados] Los resultados evidencian una autoeficacia docente todavía en formación, lejos de la que cabría esperar en docentes que finalizan su periodo de formación inicial. Destaca la necesidad de incrementar la confianza de los futuros docentes en sus habilidades para traducir el conocimiento del contenido en aprendizajes de los alumnos, para implementar diferentes estrategias de enseñanza y, especialmente, de incrementar su confianza en sus habilidades emocionales. [Conclusiones] Los resultados proporcionan una valiosa información a los programas de formación de docentes al indicar el estado en el que se encuentra la autoeficacia docente al finalizar el periodo de formación inicial. Además, se proporciona una herramienta para analizar la autoeficacia docente de futuros profesores de Matemáticas de Secundaria. Todo ello abre futuras líneas de investigación en diversos sentidos.

La etnomatemática es un campo de investigación que puede contribuir a fortalecer y valorar el patrimonio de los diferentes grupos socioculturales que componen la humanidad. Con los años, este campo de investigación ha evolucionado a un esfuerzo por desarrollar un currículum relacionado con ideas multiculturales. En este contexto, surge la necesidad de identificar aquellos elementos culturales que tengan mayor potencial para contribuir en la enseñanza y aprendizaje de conocimientos matemáticos. Precisamente, para referirse a estos elementos culturales encontrados en determinados contextos culturales, no occidentales y no eurocéntricos, ha aparecido en la literatura de la última década el término Potencial Etnomatemático, pero sin una definición explícita. El objetivo de este artículo es proponer una definición conceptual explícita de potencial etnomatemático, a partir del análisis de contenido de una serie de ejemplos presentados en investigaciones etnomatemáticas publicadas. Se concluye que el potencial etnomatemático de un signo cultural es el valor potencial de este para utilizar, analizar, enseñar o aprender cierto conocimiento matemático desde la perspectiva de alguna cultura específica, y para ser eventualmente incluido en las prácticas pedagógicas formales para la enseñanza de ese conocimiento matemático.

[Objetivo] Este trabajo tiene como objetivo indagar los significados sobre conjetura en estudiantes de la escuela secundaria, poniendo de manifiesto algunas disparidades entre estos significados personales y el que adquiere en la institución matemática. [Metodología] La metodología utilizada es de tipo cualitativo. Se efectúa un estudio de casos, a fin de profundizar los significados personales de conjetura en estudiantes del ciclo orientado de escuelas secundarias de la ciudad de Río Cuarto, Argentina (15-16 años). Para ello, se analizan los sistemas de prácticas que ponen a funcionar un grupo de estudiantes ante tres problemas que involucran la elaboración, contrastación, reformulación o validación de conjeturas, incluyendo entrevistas realizadas a ellos mismos. Estos análisis se llevan a cabo utilizando herramientas del enfoque ontosemiótico, con el cual se determinan configuraciones de objetos primarios y procesos cognitivos en estas prácticas personales. [Resultados] Se logran identificar conflictos semióticos en dichas prácticas, particularmente, disparidades entre significados personales de conjetura y el significado pretendido desde la institución matemática, hecho que pone en evidencia, a través de indicadores empíricos, el valor epistémico otorgado por los estudiantes a las proposiciones emergentes de sus prácticas argumentativas. Esto obstaculiza la posibilidad de dudar sobre el alcance general de sus afirmaciones y la necesidad de plantear otro tipo de argumentación, tal como se pretende desde la institución matemática. [Conclusiones] Esta investigación revela la importancia de desvelar la complejidad ontosemiótica de las prácticas personales relacionadas con la formulación y validación de conjeturas y de poner al descubierto los conflictos semióticos cognitivos vinculados a dichos significados personales.

Uno de los problemas de la enseñanza-aprendizaje está en la atención a la diversidad. El problema se encuentra en el desarrollo de las prácticas pedagógicas, donde no se tiene en cuenta que cada alumno aprende desde sus intereses y necesidades. El propósito de este trabajo fue: articular la educación matemática a la interculturalidad desde diversos enfoques, y proponer una estrategia didáctica para el aprendizaje. La investigación asumió enfoques: Cualitativo y Ontosemiótico; paradigmas: Interpretativo y Crítico-social; tipo: Investigación-Acción e Investigación Situada. La metodología se desarrolló en 6 etapas que permitieron recolectar información para interpretarla, analizarla, evaluar, reflexionar, discutirla y tomar decisiones en consenso. Se analizaron 47 documentos publicados, entre 2018 - 2023, sobre educación matemática e interculturalidad y se realizó trabajo de campo con 5 profesores de matemáticas y 2 directivos de Básica Primaria en la Institución Educativa Libertad en Pasto-Colombia. Como resultado de la investigación, se articuló la matemática educativa con la interculturalidad, para identificar las diferentes prácticas susceptibles de mejora, problematizarlas y contextualizarlas. Se acordó establecer una comunidad de práctica con profesores y una comunidad de aprendizaje con estudiantes y padres de familia, comonestrategias de reflexión y aprendizaje de las matemáticas.

This study addresses the critical problem of seventh grade students of basic general education in terms of problem-solving skills in Mathematics. Recognizing the importance of these skills in comprehensive education, the objective was to design and implement a strategy based on Problem-Based Learning (PBL) at the Ángel Polivio Chávez School in Cuenca. The sample, composed of 120 seventh grade students, was subjected to pre- and post-test evaluations, surveys and standardized tests. The strategy was designed in three phases: preparation, implementation and evaluation, and adjustment, covering teacher training, development of meaningful problems and assessments aligned with PBL. Pretest results revealed notable deficiencies, with 62.5% of students scoring 0-4. Following the implementation of the ABP, posttest results exhibited substantial improvements, most notably with 62.5% achieving levels of 6-10. The qualitative assessment showed specific improvements in problem comprehension, logical reasoning, application of concepts, and aptitude for dealing with novel situations. These results suggest that the PBL strategy emerged as an effective tool to strengthen problem-solving skills in mathematics in seventh grade students, which evidences its relevance in improving academic performance. [ABSTRACT FROM AUTHOR]

The aim of this article is to identify the main challenges and opportunities related to the use of Chat GPT as a support tool in Mathematical Education research. For this purpose, we conducted an interview with the Artificial Intelligence, Chat GPT4. The findings suggest that Chat GPT is an encouraging tool based on artificial intelligence with the potential to assist in both research and teaching in mathematics. However, its ethical and responsible use calls for a thorough examination of its challenges, limitations, and opportunities. Human oversight and the integration with other research methodologies are vital to balance the application of this technology with pedagogical approaches. Ultimately, promoting equity and inclusion is essential to ensure all students have access to technology and can harness its potential. [ABSTRACT FROM AUTHOR]

In this article we present partial results of two researches that proposed to investigate the possibilities of how the teacher learns Mathematics to teach and develop mathematical reasoning in students. Thus, the question that guided this article was: Which formative actions can contribute more effectively to the development of mathematical and/or didactic knowledge? The study is the result of a qualitative descriptive research and presents the results of two projects, one developed in the state of Rio Grande do Norte and the other developed in the state of Mato Grosso do Sul. In general, as a result, we present reflections and data that can contribute to the promotion of spaces for dialogue and construction of mathematical and pedagogical knowledge, aiming at the development of specialized knowledge for the teaching of mathematics and the articulation between theory and practice. [ABSTRACT FROM AUTHOR]

This article aims to report an experience with investigative activity of Exponential Function, mediated by the GeoGebra application on cell phones. The methodological proposal is of a qualitative nature and the data were produced from the workshop "Relations of the Exponential Function and Covid-19: investigative activities with GeoGebra" experienced with first-year high school students integrated into the computer technician course at the Federal Institute of Education, Science and Technology of Pará campus Castanhal, which composed the scenario of master's research of which this article is an integral part. After this step, the data were analyzed from the records made by the students not applied at the end of the workshop. Ours pointed out that, if properly worked in an exploratory and interactive process, investigative mathematics activities with digital technologies can contribute to engaging students in the production of mathematical knowledge. [ABSTRACT FROM AUTHOR]

This paper is set in the context of the History of Mathematics Education and aims to analyse how Puig Adam (1900-1960), professor at the San Isidro Institute in Madrid, implemented the heuristic method in the teaching of mathematics in secondary education in Spain. In order to conduct this research, we have consulted the methodological works of heuristic nature that Puig Adam published throughout his professional career (1926-1960). Most relevant among this primary sources is his Didáctica matemática eurística, published in 1956 by the Instituto de Formación del Profesorado de Enseñanza Laboral. Our approach combines historical inquiry with the Anthropological Theory of Didactics (ATD) as a means to contrast and analyse the didactic praxeologies of two experiences of the heuristic method on direct proportionality, one by Professor Viedma Castaño, of the Baeza Institute, and the other by Puig Adam. This allows us to see how these two professors introduced contents planned for higher courses in the first year of the Bachillerato and demonstrates Puig Adam's concern to safeguard the active character of this method when applied to secondary education, which highlights the quality of the heuristic proposals that he designed. [ABSTRACT FROM AUTHOR]

This paper aimed to analyze proposals of teaching 2nd degree Equations developed in research's postgraduate with a focus on problem solving and the conceptions of Algebra. We developed bibliographic research in which we obtained two dissertations that underwent a meta-analysis. The results show that both are interested in teaching approaches to 2nd degree Equations related to Problem Solving. However, misunderstandings between theory and practice are evident regard to limitations and potential of each approach to Problem Solving, in addition to the recurrence of exercises related to the systematization of techniques through repetition, reinforcing a fundamentalist-analytical view of Algebra. It is necessary to consider the importance of expanding studies that present sequential proposals for teaching 2nd degree Equations in the midst of Problem Solving, consistently employing the different approaches (about, for and via), and the conceptions of Algebra that are linked to this teaching. [ABSTRACT FROM AUTHOR]

This article sought to map the compositions woven, over the last 10 years, between mathematics and the philosophy of difference, in the works published in the annals of the Mathematics Education working group (GT-19) carried out by the National Association of Postgraduate Studies and Research in Education (ANPEd). During this period, five meetings took place, totaling 87 works presented, nine of which were designed and woven based on the philosophy of difference, more precisely on the thoughts of Giles Deleuze and Felix Guattari. It is noticeable the predominance of works by the Group of the University of Juiz de Fora, called "Travessia". Of the nine works presented, five problematize teaching and learning in the classroom, three were created after the training meetings and one was an invitation to discuss possibilities for building bridges and resisting the necrophilic policies that have devastated Brazilian education in a of a conversation between the participants of the 40th ANPEd GT-19 Meeting. It is concluded that there is a minor mathematics concerned with the movement of forces that resist and re(exist) from the perspective of a less prescriptive and more inventive mathematics. [ABSTRACT FROM AUTHOR]

This study, of a bibliographic nature, is characterized as a systematic review, whose objective consisted of mapping the panorama of Brazilian academic research in Ethnomathematics, from 2005 to 2023. The search base used was the catalog of theses and dissertations of the Coordination of Improvement of Higher Education Personnel (Capes). 501 works were found, 418 dissertations and 83 theses. The preparation of the study was based on a guide formulated for systematic reviews in the area of Teaching and Mathematics Education, which is constituted, respectively, by the following five stages: objective and question; search for jobs; selection of studies; analysis of productions and presentation of the systematic review. The study has a theoretical foundation centered on theoretical contributions from the Ethnomathematics Program. According to the data collected, the research mapped in this study is focused on issues involving the teaching and learning process, the curriculum, models aimed at Mathematics Education, as well as describing or presenting parts or Ethnomathematics. The studies cover a diversity of cultural contexts, however, there is a focus on investigations focused on peasant and indigenous culture. [ABSTRACT FROM AUTHOR]

The article aims to investigate validation in mathematical modelling activities with the objective of organizing a framework related to validation in these activities through data triangulation to give coherence and cohesion to the results. For the organization of the framework, a literature review regarding the theme is realized. In addition, an empirical research is carried out with students of a Mathematics Degree course. The gathering of empirical data and the theoretical structure allow to characterize understandings, the importance and ways of carrying out validation in mathematical modelling. Although it can be recognized as the final step in the modelling cycles, validation cannot be thought of as a cumulative process that only begins at the end of the activity and from which only acceptance or refutation results. Instead, it can act as an iterative agent and guide students' decision-making processes, and validation mechanisms can be activated at different stages of the activity. What can be concluded, therefore, is that, even if specific actions are recognized, it is in the validation of the totality of the modelling that the efficiency of validation resides as a means of generating reliability in what can be said about a situation of reality by using mathematics. [ABSTRACT FROM AUTHOR]

This article aims to discuss actions in the context of the Institutional Scholarship Program for Initiation to Teaching and the Supervised Curricular Internship which promoted the movement to constitute the Professional Identity (IP) of mathematics teachers. Interpretative qualitative research was carried out, based on interviews, discussions and written productions of students of the Mathematics degree course at the State University of Londrina. The results reveal that the contexts of initial education analyzed provided prospective teachers with: experiencing their first experiences as a teacher; experiencing situations of vulnerability and being able to operate their sense of agency; getting to know Basic Education students and identifying cognitive and relational demands; reflect on teaching behaviors in the teaching process; experience teaching methodologies different from directive teaching; and reflect on their teaching practice based on the elaboration of reports of the activities developed. Such actions promoted the movement of constitution of the IP of prospective mathematics teachers and pointed out the need to promote processes of initial education that provide opportunities for spaces that provoke reflections on topics such as professional self-knowledge, emotions in teaching work, the social role of the teacher of mathematics and its responsibilities. Such processes are promising for the constitution of a critical, solidary and aware teacher of the implications of his professional performance. [ABSTRACT FROM AUTHOR]

This article investigates how the scene analysis process and the construction of mathematics lesson plans on gender and sexuality (by mathematics teachers participating in a postgraduate course, which dealt with themes of exclusion/inclusion with cinematographic products) can contribute to the understanding/constitution of the social responsibility of these participants in the face of these aspects. Through Queer Theory, intersectionality and decoloniality of gender, we analyzed the discussion process of the scenes and the mathematics lesson plans developed by the teachers. Thus, we understand that the propositions of mathematics classes on themes related to gender and sexualities, based on the analysis of cinematographic works, establish the understanding/constitution of the social responsibility of the analyzed teachers, sometimes, in an initial and still fearful way in relation to trans issues, sometimes from a queer perspective of estrangement and provocation of fruitful reflections on the mathematics class. [ABSTRACT FROM AUTHOR]

This article aims to present an Alternative Praxeological Model for the Identification of Prime Numbers in any given range of numbers. The study carried out is based on the Anthropological Didactics Theory. The alternative model refers to the creation of two formulas that when combined generate prime numbers in any range of numbers, built from Basic Algebra reference models and from the concepts of Number Theory. It is expected that the model built will be applied in schools of basic education and in undergraduate courses that deal with Mathematics at various levels. [ABSTRACT FROM AUTHOR]

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