Vol. 34 No. 1 (2025)

View Vol. 34 No. 1 (2025)

Published: 2025-08-02

Editorial

Ongoing challenges in mathematics education research

Susana Carreira, Hélia Jacinto

1-5
- PDF (Português (Portugal))

Articles

Modelling social phenomena: a bridge between reality and the learning of functions

Alice Faro Santos, Floriano Viseu

6-31
- PDF (Português (Portugal))
Out-of-basic school mathematical knowledge meets algebraic word problems: An anthropo-didactic evaluation

Emmanuel Oppong-Gyebi, Ebenezer Bonyah, Jose-Manuel Diego-Mantecón

32-58
- PDF
Mathematics education and affectivity: an exploratory study about the teaching and learning processes in Higher Education

Beatriz Borba Guergolet, Elisangela Campos, Fabio Gerab, Elenilton Vieira Godoy

59-84
- PDF (Português (Portugal))
Preservice teachers’ didactical knowledge for teaching number sequences in a Flipped Classroom context

Vilmar Gomes Fonseca, Ester Carvalho, Mariana Pereira

85-106
- PDF (Português (Portugal))
Reflections on curricular matrices of Brazilian Pedagogy courses and mathematical performance in external assessments in Elementary school

Janaína Mota Fidelis, Luciana Backes

107-127
- PDF (Português (Portugal))
Conocimiento especializado del profesor de Matemáticas al seleccionar y usar ejemplos en la factorización de expresiones algebraicas

Nicolás Sánchez Acevedo, Luis Carlos Contreras, Carlos Segura, Leticia Sosa

128-148
- PDF
Understanding the meaning of design principles in Educational Design Research

Vanilde Bisognin, Raquel Tusi Tamiosso, Andressa Franco Vargas, Aline Grohe Schirmer Pigatto, Eleni Bisognin

149-168
- PDF (Português (Portugal))

Remembering...

Jean-Marie Kraemer’s views on the teaching and learning of numbers

Fátima Mendes, Catarina Delgado

169-178
- PDF (Português (Portugal))